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Wonderful World

Teacher's Manual

BY

JEAN GERTRUDE HUTTON

THE ABINGDON PRESS

NEW YORK CINCINNATI

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Copyright, 1927, by
JEAN GERTRUDE HUTTON

All rights reserved, including that of translation into foreign languages,
including the Scandinavian

Printed in the United States of America

774815

CONTENTS

PAGE

FOREWORD 5

INTRODUCTION 6

I. THE PURPOSE OP THE COURSE 6

II. THE TEACHER His TASK AND QUALIFI-
CATIONS 8

III. THE CHILD 12

IV. METHOD IN TEACHING 16

V. REFERENCES FOR FURTHER READING AND

STUDY 20

PART I BACK-YARD NEIGHBORS

CHAPTER

I. BUSY PLOWMEN. 29

II. ANT WORKERS 1 33

III. ANT WORKERS II 35

IV. SPIDER WEAVERS 37

V. SPIDERS AND THEIR NESTS 39

VI. THE HONEY BEE 41

VII. BUTTERFLIES AND MOTHS 43

PART II OUR FEATHERED FRIENDS

VIII. HUNTING BIRDS WITH EYES AND CAMERA . 49

IX. BIRD GUARDIANS 52

X. LANDLORD TO THE BIRDS 54

PART III GARDEN LIFE

XI. How PLANTS GROW 61

XII. A PLANT AND ITS FLOWERS. . . ; 63

4 OUR WONDERFUL WORLD

CHAPTER PAGE

XIII. ROOTS OP MANY FORMS 65

XIV. PLANTS AND THEIR STEMS 67

XV. GREEN LEAP FACTORIES 68

XVI. A FIELD DAISY AND ITS FAMILY 70

XVII. BEES AND FLOWERS 72

XVIII. FRIENDLY TREES 74

XIX. FRUIT TREES AND FORESTS 75

XX. SEED HOMES 77

XXI. How SEEDS FIND NEW HOMES 79

XXII. OUR DAILY BREAD 81

PART IV FOUR-FOOTED COMRADES

XXIII. DOG COMPANIONS 84

XXIV. A FAITHFUL SERVANT 87

XXV. WORKING LIKE BEAVERS 1 88

XXVI. WORKING LIKE BEAVERS II 91

XXVII. SHEEP AND THEIR SHEPHERDS 92

PART V THE EARTH AND ITS NEIGHBORS

XXVIII. SKYLAND AND CLOUDLAND 95

XXIX. NEIGHBORS IN THE SKY 97

XXX. A STORY OF THE ROCKS 99

XXXI. WATER AND ICE 100

XXXII. COUNTING UP A REVIEW 101

FOREWORD

One of the child's most natural approaches to
the idea of God is through nature. To the boy or
girl who has learned to see God's love and care at
work in the natural world there are constant re-
minders of his presence.

The present volume seeks to make the child con-
scious of the friendly aspect of his world. It gives
much interesting information about insects, birds,
flowers, trees, the earth itself. It tries to connect
all this in a very natural and inevitable way with
the thought of God as Creator and Friend of all.
It uses scientific facts, but keeps constantly in mind
that the purpose of the course is to teach religion.

It is unnecessary to say to the wise teacher that
the child should constantly be led beyond the text-
book in his study. Pupils should have their text-
books and read the lessons. The life which they
study, however, is in their gardens, beside the path,
in the woods. The textbook has fulfilled its pur-
pose when it has taught the child what to look for
and how to understand the common things about
him.

If through this course children shall learn to find
something of the wonder and beauty in nature, and
through this wonder and beauty to see the hand
and heart of God at work in his world, a great con-
tribution will be made to their spiritual growth.

INTRODUCTION

I. THE PURPOSE OF THE COURSE

OUR WONDERFUL WORLD has been planned and
prepared for boys and girls in the last half of the
tenth year, pupils of the fifth grade in school. If
the finest results are to be obtained from the use of
the lessons, it is highly essential that the teachers
shall see very clearly the purpose that directed the
selection of the material and the ends that should
be sought in its use.

The general purpose of the course may well be
viewed from a threefold approach; there are at
least three factors or phases which must be con-
sidered.

First, the lessons are designed to arouse and to
satisfy curiosity, to stimulate questions, and to
direct the way to find answers to these questions.
The lessons are intended to be suggestive and not
comprehensive. Every effort has been made to
verify facts according to the best authorities.
Where these differ, this has been suggested, and
pupils have been advised to consult varying sources,
to make their own and their continued observa-
tions, and to verify by their own efforts. Many
questions have been raised and purposely left un-
answered, that pupils may have for themselves the
joy of discovery. Few experiences in life bring
greater delight than in actually finding out a new
truth for oneself, and teachers are failing to do
their best for pupils when this delight is taken
from them.

6

INTRODUCTION 7

In addition to added knowledge of life and na-
ture and the processes by which, these go on that
the child may gain from the lessons, their proper
pursuit ought to give some sense of the law and
order, the beauty and harmony, as well as the
wisdom and the marvelous adaptation by which
each part of the whole is fitted to all the rest.

Such knowledge ought to bring positive responses
in a quickened love and respect for the Maker of
all; in a sense of awe and reverence for the Mind
that planned and produced a star or the wing of a
bee, a snowflake or a volcano; a new appreciation of
life in all its forms, of which the child is but one, a
part of the great stream for which an increasing
respect and thoughtful interest are now to be held.

Finally, out of these attitudes resulting from this
increased knowledge should grow definite reactions.
The child's ideas, transmuted by his feeling into
ideals, are to be worked over into and out through
life, and thus become his own possession. Awe,
wonder, admiration, respect and love for the Crea-
tor are to show themselves in a new tenderness
and consideration for the created. Life is not only
to be richer and nobler, but more unified. Young
as he is, the child has begun to hold a dawning idea
of the one increasing purpose that runs through
the ages.

The child who early comes to see God in all
around him has a safeguard that nothing will
break or remove. As he learns to look on all life as
coming from the hand of the great Creator, and as
he sees himself as a part of this vast stream, he
enters into an appreciation that enriches his spirit
and lifts him to a higher plane of thought and

8 OUR WONDERFUL WORLD

living. The child that in imagination watches the
earth grow through long ages under the hand of
the Almighty, as he prepares it to serve his great
ends, experiences a stretching of mental and spirit-
ual boundaries in a healthy and normal fashion.
Imperceptibly he comes into his rightful heritage
as a child of his heavenly Father.

II. THE TEACHER His TASK AND QUALIFICATIONS

A most important factor in the success of any
course of lessons is the teacher. A teacher of skill,
insight, and sympathy may fill a poor and ill-
planned course so full of richness that the finest
results are produced; a poor teacher may render
the best course ever offered utterly barren and
ineffective.

Training for teaching religion includes a thorough
understanding of children, an understanding based
on sound psychology, and constantly verified by
observation of and association with children. It
must recognize what the child is at the moment,
as well as perceiving what he is to become. It
must be sane and well-balanced, and entirely lack-
ing in any unwholesome sentimentality. It must
see the end to be attained in terms of developing
character, and never in terms of subject-matter
mastery.

Further, complete saturation with the subject
matter is essential. The teacher whose knowledge
is thin and cursory is sure to reveal the paucity of
preparation long before the close of a single session.
Pupils quickly sense the situation, and an inevit-
able loss of interest follows. But the greatest loss
comes from narrowness of presentation. The

INTRODUCTION 9

teaching under such conditions must be meager; it
is not likely to function in the life of the child;
it is done for its own sake, and not as a part of a
vital process, having interrelations with every other
part.

As one aid to fullness of preparation, a reading
list is given in this manual. Here again there has
been no pretense at making an exhaustive list.
The titles are but a few chosen from many that
might have been included, and are suggestive rather
than comprehensive. Some of the books are for
the teacher alone, and are quite unsuited to the
needs of the child of ten. Those that are marked
with a C may be put in the hands of the pupils
themselves. Those marked J have been written
for children, but in many cases are too advanced
for boys and girls of ten, either as to content or
vocabulary, though much of the material is val-
uable. Encyclopedias and The Book of Knowledge
are other sources of help not given in the list.

The technical training of the teacher of which
mention has been made ought to prepare a leader
to select the best method of teaching, of presenting
lessons, but it will not be out of place to consider
method for a moment.

Changed views as to education and its great aim
have brought about many changes in method, and
each newcomer has been hailed as meeting all needs
and overcoming most of the old difficulties. Of
course many of the supposed improvements have
been of less worth than was promised, but there has
been a general advance.

The new emphasis on the child as the center of
the learning process has demanded a change

io OUR WONDERFUL WORLD

in approach, and some of the methods that have
grown out of this have thoroughly commended
themselves. Among these is the so-called "project
method." Unfortunately this has been so wrapped
up in technical descriptions as to become at times
almost unintelligible to any but the initiate. At
the same time, proving a successful method in cer-
tain grades, it has been forced upon others to which
it is less fitted, and has thus become an artificial
thing in many cases.

Stripped of high-sounding terms, and used sanely,
the project method is seen to be the natural way of
teaching, the way followed by the "born" teacher,
who may indeed be quite unconscious of using any
special method. To no grade in the public or the
church school is the project method more suited
than to the Junior Department. A consideration
of the chief characteristics of the method will prove
the truth of the statement.

The project method has four characteristics; for
four reasons its most significant note is the whole-
hearted participation of the pupil. First, no one
who knows a junior will fail to see at once what
this means in junior teaching. The junior boy or
girl learns most surely those processes in which he
is permitted to engage actively. The tasks to which
he is driven, more or less unwillingly, may be mem-
orized or done perfunctorily, but inner truth does
not become his actual possession until he gives him-
self to the learning. In part, this is the meaning of
the old formula, "Impression through expression,
learning through doing." As a housewife learns to
make a loaf of bread only by actually making it,
as one learns to drive an automobile only by driving

INTRODUCTION n

one, so a child may learn to be a member of the
kingdom of God only by functioning in that king-
dom.

Second, purpose activity adds meaning to the
method. The bread-maker may learn only through
actually doing, but the doing takes on a new mean-
ing when the product is to feed persons who are
actually hungry; there will be little point and no
spirit in learning to make bread as an accomplish-
ment. No one would find much interest in learning
to drive an automobile if there were no expectation
of driving after the learning is accomplished. Sim-
ilarly, the child is not deeply interested in learning
which seems to him to have no present worth and
but a doubtful future value. On the other hand,
let him see that what he is gaining may have imme-
diate use, that it has to do with the real world in
which he is living at the very moment, and the
whole situation is changed for him. Here again
the project method fits, for an essential characteris-
tic demands that the learning process be carried
forward in a world of reality.

Third, a significant characteristic of the project
method is the provision for the pupils' direction of
their own activity. A former regime expected of the
pupil only that type of participation that the an-
swering of questions called for. That a pupil could
pursue his own investigations, or in any degree set
for himself a task was never dreamed. The teacher
was an authority, handing down truth from a posi-
tion that must not be questioned. There was never
any sense of working toward a common goal, of
feeling that the teacher was a member of a demo-
cratic group that was seeking together an end in

12 OUR WONDERFUL WORLD

which all were concerned. This is an ideal that
we are slowly approaching, and one great aid to
the securing of it is the project method.

Fourth, the learning process is unified when the
project method is employed. Knowledge is not
isolated and shut off from its natural setting. The
interrelation of ideas is emphasized, not because
this makes teaching easier, but because such con-
nections exist. Learning becomes a part of life;
life is learning; and every multiplication of associa-
tion bonds makes retention surer, and all acquisi-
tion of knowledge simpler and more natural.

The experienced and successful teacher will say
that in all of this there is little that is new; such a
method has been the practice for years. This
merely goes to prove that the project method is
the natural way of teaching, the way that a good
teacher instinctively chooses, whether the name is
attached or not. It is undoubtedly true that most
of the effective teaching that we have had has
been done in the project spirit, even if it has not
been so analyzed and called.

III. THE CHILD

The peculiar suitability of the project method to
the junior child may be more easily seen when
viewed in the light of those characteristics that
belong to the age. Therefore, further discussion of
method will be deferred to later paragraphs, and
we will turn to a brief study of the child in the last
half of the fifth grade, the child who is living in the
last half of his tenth year.

Physically, this is a time of slow growth, if we
are to believe the authorities on childhood. Energy

INTRODUCTION 13

is being stored up for the period of rapid develop-
ment that is to follow soon. Appetite is large.
The child is full of energy, very active, exceedingly
restless.

Mentally, the child is in a period of rapid devel-
opment. Time and space are conceptions fairly
well grasped by this time, and the child is striving,
with a mental hunger equal to his physical hunger,
to fill his mental world. The power to read rapidly
enough for pleasure has been gained, and the world
of books has an increasing claim on his attention.
Verbal memory is good, but still calls for the con-
crete rather than the abstract. Observation is
keen and close. There is a large interest in the
physical world about him. Reasoning is not yet
strong, but the child is capable of comparing, dis-
criminating and of drawing conclusions, and he is
beginning to be critical. Fact and fancy are dis-
tinguished the one from the other, and imagination
is more controlled and purposeful than in the years
preceding.

Curiosity is still alert, and the ten-year-old child,
if his former questions have been properly treated,
is still putting innumerable queries to his elders. If
he has learned by sad experience that he cannot
gain the help he seeks in this direction, he pursues
his search in other ways, but his seeking mind will
not readily give over its quest. He is literal; he
must investigate; and he adds to his former "How?"
an equally insistent "Why?"

The child of this age is quite likely to seem cruel.
This arises in part from his lack of experience; he
does not know how suffering actually feels. In-
terest in pets is increasing, and the collection craze

14 OUR WONDERFUL WORLD

runs high. The child is self-centered, rather than
selfish, and moves in a world distinctly his own.
Probably few adults have any idea of how strange
their points of view seem to the junior at this age.

Religiously, the child of ten and a half cannot
analyze or describe his experiences. He is, how-
ever, quite capable of understanding God as Father,
Friend, Creator of all, Ruler and Keeper. Jesus as
a man of action has a strong hold on his thinking.
He needs to look upon religious life at this time as
a life of activity rather than a field of belief. He
must be helped to show his Christian principles in
action, and not be expected to voice them in words.
Christian teaching cannot be tied too closely to
deeds. Christian standards as shown in personali-
ties, in actual achievement, are effective and grip-
ping.

The child of ten and a half is keenly interested in
the world about him, and merely needs direction
and guidance to enter into a real appreciation of
nature, to feel sincere joy in its beauty, and to
realize that this comes from God. The child is not
irreverent in any active and deliberate fashion. He
is often nonreverent; more often he is unconven-
tional in his expression of feeling. The child who
comes to see God in stream or sunset, in the color-
ing of a butterfly's wing or the make-up of a flower,
experiences essentially the same sense of awe as do
his elders though he may not give utterance to the
emotion in the same fashion. But he may be led
to show this feeling of reverence and awe through
worship, and such experiences may be built into
the very fiber of his being at a time when the
building results in the greatest permanency.

INTRODUCTION 15

The junior knows no finesse; he is thoroughly
genuine, ' and astonishingly quick to sense artifi-
ciality in others, though he may lack the power to
analyze and describe it. It is important that the
church-school teacher should grasp this fact and
act upon it, for nowhere are children quicker to
detect a forced or unnatural teaching than when it
has to do with moral or religious implications. Nor
is it the forced teaching alone that is rejected by
the junior pupil. Every teacher has been aware at
some time or other of the curious mental imper-
viousness to religious teaching which the child
often presents. The explanation may lie in the
fact that the religious teaching has been "dragged
in," or that it does' not have a place in the thinking
and the life of the child; or it may be the subject
matter has been made to carry a conclusion that is
unwarranted and illogical. In either case the re-
sult is the same. Observation and experience go to
prove that the young learner closes his mind to the
truth the teacher fondly hopes he is getting. Any-
thing that hints of "preaching" or the "goody-
goody" is promptly repudiated. There is no place
in the junior's mind for any but the most practical
and the sanest religious teaching.

A strong conviction concerning this attitude of
the child mind has actuated the writing of these
lessons, and only those religious implications that
seem entirely natural, normal, and to be taken for
granted have been retained in the text, which
should be in the hands of each pupil. An effort
has been made to lead the junior boy and girl, by
simple and everyday paths, to see God in every
manifestation of nature. Since the book is to go to

16 OUR WONDERFUL WORLD

the "average" child, more has not been attempted;
the burden of the religious interpretation of the
facts narrated is frankly placed on the teacher, who
will know how to suit the peculiar needs of her
peculiar group as no other can possibly hope to do.
No skillful teacher of (insight, who is concerned with
the spiritual needs of her pupils, will do less. With
confidence and in well-grounded faith, she will lead
pupils, through Bible story and Bible poem, through
picture, poetry, and nature itself, to an ever-deepen-
ing reverence and love for nature's God, to a
quickened respect for his laws and a desire to obey
them, and to a growing sense of the place which
they and their fellows hold in the great bundle of
life.j

IV. METHOD IN TEACHING

The lessons have been planned in a more or less
logical sequence to begin with the near at hand,
and to proceed to less familiar topics, but there is
no hard-and-fast rule that forbids a change in
order if circumstances are such as to indicate the
wisdom of a rearrangement. Each section has
something of unity in its make-up. But any sec-
tion may be interchanged with any other section
to suit the season of the year in which the teach-
ing is being carried on, or to fit other need.
While reference is made in many lessons to facts
given in preceding lessons, the sequence within any
section may be broken without much loss, except
in Part III, where each lesson depends on preced-
ing lessons. The guiding principle, not only for the
presentation of individual lessons, but also for the
order in which they fall, should in every case be

INTRODUCTION 17

the demands that arise from the needs of the group*
Not a system to be rigidly followed, but a series of
stories and talks to suit the developing Christian
life of pupils, is the only safe rule to follow.

In preparing and presenting the lessons, the
teacher should hold four points in mind:

1. The first end of each lesson is to give infor-
mation. This is not always, nor often, done with
authority. Frequently questions are raised, curi-
osity and interest are aroused, and probable fruitful
sources of investigation hinted at, in order to set
the pupil to work and to instigate him to make
his own discoveries and to draw his own conclu-
sions. To be sure, mistakes are likely to occur,
but gains are to be made even through mistakes,
and the searching, as contrasted with the accepting
attitude, is worth stimulating.

Suggestion has already been made that the in-
formation ought to be as broad as possible, and
facts should be viewed from as many angles as may
be used without danger of confusion. The child's
desire to experience, to find out, is valuable here,
and should be used to the fullest extent.

2. But knowledge, no matter how correct and
worthwhile it may be, is not enough. Many of the
mistakes of an older regime came from stopping
with the acquisition of knowledge. Knowledge, to
be of real worth, must work over into attitudes;
it must have conduct-control value, if it is to be
worth the trouble that it costs to acquire it. The
child who learns the marvelous make-up of a bee's
wing has gained a bit of knowledge that is vastly
interesting; but this will be quite barren unless his
attitudes toward the bee are changed through his

i8 OUR WONDERFUL WORLD

new information. Wonder, reverence, humility, a
new sense of kinship with all of life in some small
way, a new kindness that will not ruthlessly de-
stroy, may be reasonably expected to grow from a
closer acquaintance with this and countless other
facts to be gained from study.

3. Next, attitudes should work out into action, in
order to make sure of their permanency and of
their becoming an integral part of the very life of
the child. It is not enough to know and to feel;
the learner must do in order to make the lesson
his own in the truest sense. Since this is true, every
lesson must be accompanied with

4. An activity, to be carried out in the lesson
period, or to result in action a little later. It goes
without saying that if the desired type of action
is repeated until it becomes habitual, it becomes
the natural way of responding to a situation; it is
integrated with life, and is a permanent possession.

Certain activities have been offered, either in the
lessons themselves, in the questions that follow, or,
in a few cases, in both lesson and questions. These
are thought to be such as will appeal to children of
the age for which this course is prepared, to be quite
simple enough to be carried out without difficulty,
and yet not so easy as to lack interest. In any
case they are merely suggestive, and should be dis-
carded or modified when others more suited to the
pupil are found.

In carrying out the plans all possible allowance
should be made for individual differences in the
pupil group. It should not be considered essential
that all pupils in a group should do exactly the
same type of work. This is quite in agreement

INTRODUCTION 19

with the spirit of the project method. As illustra-
tion, it may be said that some ten-year-old pupils
delight in notebooks. Such children should be en-
couraged to make notebooks and make them well.
To other children, notebooks are so much disliked
that to prepare one would mean to destroy much
of the benefit of the lessons. Again, the guiding
principle is to be the need of the child; the course
is not to be pursued for the sake of securing at-
tractive books, but for making gains for and with
the children. This, of course, does not mean that
a teacher will laxly yield to a mere whim of a lazy
or indifferent child; it is said by way of caution
against the danger of trying to run every pupil
into the mold of any plan, no matter how excellent
the plan may be.

In the last place, it must never be forgotten that
the lessons are planned for religious instruction, and
not alone for interesting nature teaching. At the
same time, caution should be observed to make all
such religious teaching absolutely natural and direct,
simple and wholesome in its approach, rather literal,
rather completely shorn of symbolism and analogy,
which children of this age cannot grasp. Children
are getting good nature study and instruction in most
public schools to-day, and are quick to detect any
wresting of facts for the sake of teaching a moral
truth. Not only do they detect such procedure,
they resent it. Granted that pupils are too young
to evaluate clever "nature-faking" at the present,
the day is not far off when they will do so; and
two dangers are threatened when this happens.
The first is that the child will look down upon any
religious teaching that resorted to such means to

20 OUR WONDERFUL WORLD

gain its end; the second is that he is in danger of
throwing away the good with the bad, and repu-
diating all that was given him, since he found a
part of it to be unworthy.

Let us make sure, then, that the religious teach-
ing is, both in manner of presentation and in con-
tent, worthy of the Master in whose name it is
offered. No class session should come to its close
without a period of worship. Often this should be
informal and spontaneous.

The teacher needs to evaluate most carefully the
contribution which each part must make to the
whole service of worship. She needs to consider
what an experience of true worship is, and how it
may be brought to each of the pupils. Pupil par-
ticipation should be provided, according to the
progressively acquired ability of the pupils to give
it. Opportunities for teaching children how to
pray, and how to express their hearts' desires and
gratitude, will be frequent, and must be wisely used.
The skillful teacher will unify the whole experience
of study, activity, and worship into one beautiful
whole, with no sharp transitions from one part to
another. Each session is in itself a project in the
finest sense, a true living together through a little
section of life, a section that is natural, enjoyable,
and vital; no part is exclusively religious; no part is
exclusively study; no part exclusively play or work,
but elements of all are to be found in each; and
out of all, character development comes.

V. REFERENCES FOR FURTHER READING AND STUDY

In the following list those references marked C
may be given directly to the pupils to read, and

INTRODUCTION 21

those marked /, written for older pupils, may be
read by the teacher:

i. Atkinson, Eleanor, Grey friar's Bobby, Har-
per & Brothers, New York, 1901.
/ 2. Ball, Robert H., Starland, Ginn & Company,

New York.

/ 3. Baynes, E. H., Animal Heroes of the Great
War, The Macmillan Company, New
York, 1925.

C 4. Baynes, E. H., Polaris, The Macmillan
Company, New York, 1922.

5. Betts, George H., How to Teach Religion, The

Abingdon Press, New York, 1920.

6. Betts, G. H., and Hawthorne, M. O., Method

in Teaching Religion, The Abingdon Press,
New York, 1925.

7. Blanchan, Neltje, Bird Neighbors, Grosset

& Dunlap, New York, 1904.

8. Blanchan, Neltje, How to Attract Birds,

Doubleday, Page & Company, New York,
1912.

9. Burroughs, John, Bird Stories, Houghton

Mifflin. Company, Boston, 1912.
J 10. Clarke, Eliot C., Astronomy From a Dipper,
" Houghton Mifflin Company, Boston, 1909.

11. Comstock, J. H., The Spider Book, Double-

day, Page & Company, New York, 1920.

12. Crandall, Edna, Curriculum of Worship for

Juniors, The Century Co., New York,
1925.

C 13. De La Ramee, Louise, "Moufflou," in
Bimbi, J. B. Lippincott Company, Phila-
delphia, 1910.

22 OUR WONDERFUL WORLD

C 14. Ferris, Anita, The Honorable Crimson Tree,

Missionary Education Movement, New

York, 1919.
/ 15. Grew, David, Beyond Rope and Fence, Boni

and Liveright, New York, 1922.
1 6. Hartshorne, Hugh, Childhood and Character,

The Abingdon Press, New York, 1919.
C 17. Lankester, Sir Ray, Science From an Easy

Chair, Methuen, London, 1922.
1 8. Maeterlinck, Children's Life of the Bee,

Dodd, Mead & Company, New York, 1920.
/ 19. Martin and Haines, Firebrand, Little, Brown

& Company, Boston, 1911.

C 20. Morley, M. W., Seed Babies, Ginn & Com-
pany, Boston, 1897.
C 21. Weed, Clarence M., Seed Travellers, Ginn &

Company, Boston, 1902.
/ 22. Miller, Olive Thorne, First Book of Birds,

Hough ton Mifflin Company, Boston, 1891.
J 23. Miller, Olive Thorne, Second Book of Birds,

Hough ton Mifflin Company, Boston, 1901.

24. Mills, Enos, In Beaver World, Hough ton

Mifflin Company, Boston, 1913.

25. Mills, Enos, The Spell of the Rockies, Hough-

ton Mifflin Company, Boston, 1911.

26. Mills, Enos, Wonderland of the Rockies,

Houghton Mifflin Company, Boston, 1915.

27. Mills, Enos, Story of a Thousand-Year Pine,

Houghton Mifflin Company, Boston, 1914.
C 28. Morley, M. W., The Bee People, A. C. Mc-

Clurg & Company, Chicago, 1909.
/ 29. McFee, Inez, Lives of Busy Neighbors,

Frederick A. Stokes Company, New York,

1924.

INTRODUCTION 23

C 30. Noel, Maurice, Buz, Henry Holt & Com-
pany, New York.

31. Norsworthy and Whitley, Psychology of

Childhood, The Macmillan Company, New
York, 1925.

32. Porter, Gene Stratton, Birds of the Bible,

Eaton and Mains, New York, 1916.

33. Powell, Marie Cole, Junior Method in the

Church School, The Abingdon Press, New
York, 1923.

34. Siepert, A. F., Bird Houses Boys Can Build,

Manual Arts Press, Peoria, Illinois, 1916.
C 35. Solar, F. I., Handcraft Bird Houses, Bruce
Publishing Company, Milwaukee, Wiscon-
sin, 1923.

36. Torrey, Bradford, Everyday Birds, Houghton

Mifflin Company, Boston, 1924.

37. Ward, Henshaw, Evolution for John Doe,

Bobbs-Merrill Company, Indianapolis,

1925.
C 38. White, John S., Plutarch for Boys and Girls

(For the story of Alexander the Great and

his horse), G. P. Putnam's Sons, New

York.
C 39. Wright, Julia MacNair, Sea Side and Way

Side, D. C. Heath & Co., Boston, 1888

and 1901. Four volumes.

40. Weed, Clarence M., Butterflies Worth Know-

ing, Doubleday, Page & Company, New
York, 1917.

41. Bergen and Caldwell. Introduction to Bot-

any, Ginn & Company, Boston, 1914.
C 42. Carpenter, G. C,, How the World Is Fed,
Ginn & Company, New York, 1907.

24 OUR WONDERFUL WORLD

C 43. Crissey, Forest, The Story of Food, Rand

McNally & Company, New York, 1917.
44. Seers, A. Waddington, The Earth and Its
Life, World Book Company, Yonkers, 1922.

C 45. Slusser, Williams, and Benson, Luther Bur-
bank and His Plant School, Charles Scrib-
ner's Sons, New York, 1920.

Magazine Articles

National Geographic Magazine* Washington, D. C.,
Volume XXVI, 1914,

1. "Hunting with a Lens."

2. "Explorers of a New Kind."

3. "A Book of Monsters."

4. "Monsters of Our Backyards."

Literary Digest, Funk and Wagnalls, New York,
"The Science Department," for frequent refer-
ences to nature subjects.

Biblical References
Genesis i. i to 2. 3.
Job 12. 7-10.
Job 26. 7-14.

Job 28; 37; 38; 39; 40; 41.
Psalms 8, 19, 29, 65, 96, 104, 121, 147, 148.
Ezekiel 34.

Matthew 13. 1-9; 24-32.
Matthew 16. 1-3.
Matthew 18. 12-14.
Luke 12.
Luke 15. i.

1 Consult an index in any library for frequent articles and pic-
tures in National Geographic Magazine bearing directly on nature
themes.

INTRODUCTION 25

Hymns and Music
Instrumental:

"Creation," by Haydn (in part).

"Largo," by Handel.

"To a Water Lily," by MacDowell.

"To a Wild Rose," by MacDowell.

"Waltz of the Flowers," by Tschaikowski.

"To Spring," by Grieg.

"In a Garden," by Grieg.

Hymns:

"How Strong and Sweet My Father's Care!"
(Anonymous.)

"The Heavens Declare Thy Glory," by Thomas
R. Birks.

"The Summer Days Are Come Again," by Sam-
uel Longfellow.

"This Is My Father's World," by Maltbie Bab-
cock.

"Summer Suns Are Glowing," by W. W. How.

"Joyful, Joyful, We Adore Thee," by Henry van
Dyke.

"Sing, for the World Rejoices," by Marianne
Hearn.

"The Ships Glide in at the Harbor's Mouth," by
Margaret Sangster.

"With Happy Voices Singing," by William G.
Tarrant.

"Fairest Lord Jesus," by Munster.

"We Plough the Fields and Scatter," by Claudius.

"The World Is Glad, the World Is Bright," by
Julia Ward Howe.

"O Beautiful for Spacious Skies," by Katharine
Lee Bates.

t(
((

26 OUR WONDERFUL WORLD

"We Thank Thee, O Our Father" (Anonymous).

"For the Beauty of the Earth," by F. S. Pier-
point.

The Beautiful Bright Sunshine" (Anonymous).
Day Is Dying in the West," by Mary A.
Lathbury.

"There's a Wideness in God's Mercy," by F. W.
Faber.

"The Lord Is My Shepherd," by J. S. Mont-
gomery.

"There's Not a Bird With Lonely Nest," by Bap-
tist W. Noel.

"The King of Love My, Shepherd Is," by Henry
W. Baker.

Poems 1

"In the matter of poetry, a child's imagination
outstrips his understanding. ... To help a child to
the love of poetry is to insure for him one source of
happiness in a not too happy world." 2

Agnes ReppHer.

*"The Spacious Firmament on High," Joseph Ad-

dison.

*"The Child and the Piper," William Blake.
*"The Tiger," William Blake.
*"The Lamb," William Blake.

*"How They Brought the Good News," Robert
Browning.

1 All selections designated by * are found in Poems and Rhymes,
by Eva March Tappan, Houghton Mifflin Company, Boston, 1907.
All selections designated by t are found in This Singing World, an
anthology compiled by Louis Undermeyer, Harcourt, Brace and
Company, New York, 1923.

2 Used by permission of and arrangement with Houghton Mifflin
Company.

INTRODUCTION 27

t"Songs From Pippa Passes," Robert Browning.

*"To a Fringed Gentian," William Cullen Bryant.
*"To a Waterfowl," William Cullen Bryant.

*"The Ivy Green," Charles Dickens.

*"The Rhodora," Ralph Waldo Emerson.
*"The Snow Storm," Ralph Waldo Emerson.
*"To the Humble Bee," Ralph Waldo Emerson.

*"The Cloud," Percy Bysshe Shelley.

*"Flower in the Crannied Wall," Alfred Tennyson.

*"The Sandpiper," Celia Thaxter.

*"The Barefoot Boy," John Greenleaf Whittier.
"Snowbound," John Greenleaf Whittier.

"Four Leaf Clover," Ella Higginson.

""Who Has Seen the Wind?" C. G. Rossetti.
f "Boats Sail on the Rivers," C. G. Rossetti.
' '"Velvet Shoes," Elinor Wylie.
'"The Fog," Carl Sandburg,
t" Autumn," Emily Dickinson.
t"The Garden Year," Sara Coleridge.
f"Do You Fear the Wind?" Hamlin Garland.
t"Pedigree," Emily Dickinson.
t"Daisies," Frank Dempster Sherman.
f"A Caterpillar's Apology," Charles Dalmon.
f"The Vainglorious Oak and the Modest Bul-
rush," Guy Wetmore Carryl.

28 OUR WONDERFUL WORLD

t"Two Taverns," Edward Markham.
f"A Prayer," Edward Markham.

"Hurt No Living Thing," C. G. Rossetti.

"O Fair to See," C. G. Rossetti.

"Is the Moon Tired?" C. G. Rossetti.

"O Lady Moon," C. G. Rossetti.

"The Lily Has an Air," C. G. Rossetti.

"A Linnet in a Gilded Cage," C. G. Rossetti.

Many, O Jehovah my God, are thy wonderful

works, which thou hast done,
And thy thoughts which are to us-ward:
They cannot be reckoned up hi order unto thee;
If I would declare and speak of them,
They are more than can be numbered.

Psalm 40. 3-5.

"I leave to children, inclusively, but only for the
term of their childhood, all and every, the flowers
of the fields, and blossoms of the woods, with the
right to play among them freely, according to the
customs of children, warning them at the same
time against thistles and thorns. And I devise to
children the banks of the brooks and the golden
sands beneath the waters thereof, and the odor of
the willows that dip therein, and the white clouds
that float high over the great trees. And I leave
to children the long, long days to be merry in, in a
thousand ways, and the night and the moon and
the train of the milky way to wonder at." 1

the last will and testament of a certain man who died
insane, found in A Guide to Good Reading. Used by permission of
and by arrangement with the publisher, Houghton Mifflin Com-
pany, Boston.

PART I
OUR BACK-YARD NEIGHBORS

SEVEN lessons in OUR WONDERFUL WORLD are
devoted to the common inhabitants of back yards:
earthworms, ants, spiders, bees, butterflies, and
moths. These lessons may be studied either at the
beginning of the course, or whenever they serve
most acceptably the needs of the group, or when-
ever they fit best into the season of the year in
which the actual study of specimens is possible.

The purpose of Part I is to awaken or quicken
the pupils' interest in the inhabitants of their back
yards, as they discover how these small creatures
live and maintain life. Lying back of this imme-
diate end is the larger goal of helping the pupils to
realize the wisdom of God's plan carried out in his
creation, through which their love and respect for
God may be deepened.

LESSON I
BUSY PLOWMEN

THE first lesson in a course is often the most im-
portant, and strikes the note for all the others that
follow. If the children can be interested from the
very first, much is gained. The teacher will be in
the room and ready for the lesson well in advance of

29

30 OUR WONDERFUL WORLD

the arrival of pupils. Informal greetings and seat-
ing arrangements that are comfortable for pupils
and that are so handled as to make for the best
conditions should occupy a very brief time.

Every child should be required to have his own
book, unless there is a weighty reason for an excep-
tion. The books may be given out as soon as the
seating is done, and the pupils requested to turn to
the page that contains the greeting to the boys and
girls. This may be read aloud by the pupils, or by
the leader. Try to make it seem a personal greet-
ing from those who have prepared the book to those
who are to read it. The questions will mean little
at the start; they are designed to stir curiosity and
thought, and to make the children eager to find the
answers.

Teacher's preparation: In addition to the mas-
tery of the lesson materials and the technic in-
volved in presenting the lesson most effectively to
the pupils, the teacher may desire to guide the
pupils in a first-hand study of an earthworm.

The dissection of an earthworm in the class will
be of doubtful value for children of this age, but
will give the teacher a first-hand knowledge that
will be valuable. Drop a large earthworm in a cup
of water to which has been added a few drops of
camphor. The worm will die very quickly, and
should be at once removed to a soft board, and
cut open from end to end with very fine scissors,
the skin being pinned back on both sides with sew-
ing needles which are easily pressed into the board.
Even a low-powered microscope will show plainly
the interior organs, of which a drawing should be
made, for enlarged reproduction in class. The

TEACHER'S MANUAL 31

alimentary canal crop, gizzard, calcareous glands
and corrugated intestines may be identified. A
cross-section drawing showing by colors the alimen-
tary canal, the nervous system and the setae, will be
interesting to the pupils. Do not dissect before the class
or speak of your dissection. This is for the teacher.

Procedure: Begin the discussion by raising such
questions as Why do you like to travel? Have you
ever thought that it would be most interesting to
explore your own back yard? How many creatures
actually live in your back yard? Make a list of the
pupils' responses.

As soon as interest is sufficiently aroused proceed
to the story contained in Lesson I, Busy Plowmen.
To introduce the earthworm most effectively the
leader may either read or tell the story, providing
ample opportunity for questions and discussion by
the pupils.

If practicable, the teacher is urged to guide the
pupils through a first-hand study of earthworms.
Avoid confusing technicalities, but help the pupils
to see and understand the place of the earthworm
in the world of nature. Let the pupils draw pic-
tures of earthworms in their notebooks, including
also a brief description of how this small creature
lives and works.

At this point give the pupils an opportunity to
appoint a committee to perform the experiment
suggested on page 22 of the text. Emphasis should
be placed on the fact that all scientists test the
truth of statements for themselves, not once, but
many times. Urge the pupils to make repeated
and careful observations, and to write down in
their notebooks exactly what they see.

32 OUR WONDERFUL WORLD

Ask the pupils to find in their Bibles and read
two references: i Corinthians i. 27 and Zechariah
4. loa. Conclude the lesson with a discussion of
these verses, in which the pupils may be led to see
God's care and wisdom in his creation. A fine
atmosphere of worship may be secured and thus
crystallized in the hymn, "This Is My Father's
World," stressing such lines as,

"And to my listening ears,

All nature sings, and round me rings
The music of the spheres."

Conclude the period with a prayer by the leader,
thanking God for his wonder world, and the deeds
his hand has done, with a petition for quicker senses
to see and hear his message as it comes to us through
the common things.

Activity: If adequate time has not been avail-
able in the class session for the pupils to complete
the tasks under "Something to Do," urge them to
do this at their earliest opportunity.

Ask them, in addition, to make a preliminary
observation of ants, to watch their movements,
their habitats, and to report any interesting obser-
vations thay may make.

Either i Corinthians i. 27 or Zechariah 4. loa
may be memorized.

References:

Encyclopaedia Americana.

Sea Side and Way Side, by Julia MacNair
Wright, Volume II.

TEACHER'S MANUAL 33

LESSON II
ANT WORKERS I

Begin this period with worship, asking the pupils
to turn first to Colossians i. 16. When they have
read this verse silently, let one pupil read it aloud.
Then let all join in singing "This Is My Father's
World."

At this point a discussion on communion with
God through the appreciation of his works in
nature may be timely. Help the pupils to realize
as clearly as possible the wonderful works of God as
recognized in the hymn just sung. Lead the pupils
in hearty participation in singing the hymn, "We
Thank Thee, O Our Father." Emphasize in this
hymn particularly the third stanza,

"And in the dusty city,

Where busy crowds pass by,
And where the tall, dark houses

Stand up and hide the sky,
And where, through lanes and alleys,

No pleasant breezes blow,
E'en there, O God, our Father,

Thou mak'st the flowers grow." 1

Begin the actual study period by calling for a re-
port from the committee making the earthworm
experiment. Encourage them to report their ob-
servations in an interesting and intelligible manner,
and guide the rest of the pupils in asking questions
and sharing their own observations of earthworms.
Make use of all that is offered as far as possible,

1 Reprinted by permission of The Century Company.

34 OUR WONDERFUL WORLD

encouraging to better effort by commending
wherever good work is shown. Move rather quickly
over this part of the lesson, not permitting desultory
and aimless talk to dissipate the value of the hour.
Plan for a group to assemble the facts learned in
the class record.

Before introducing the story in Lesson II give
the pupils an opportunity to tell as many interest-
ing things as they have observed about ants. Con-
clude their discussion with the reading of Proverbs
30. 24-28.

Decide, from the ability of the class, and well
before coming to the session, whether the leader
shall tell or read the story, or whether it shall be
read by the class. Illustrate by specimens ants,
aphides, lady-bugs. Give abundant opportunity for
questions. Outline the proposed experiment (page
30 in the text), and make sure the children know
how to carry it out. Plan for the preparation, on
the evening preceding the next session, for a re-
constructed aht hill, as described in the experiment.

Activity: The assignment is suggested in the last
sentence "Find out what ants are good for!"
Given properly and received with interest, this will
accomplish what all good assignments are planned
to do prepare the pupils for the next lesson. Ask
the pupils not to read the story this time, but to
try to answer Question i under "Something to Do."
Suggest that first books on science and the soils
may give one answer to the question. Tell them
to find out who Sir John Lubbock was, and what
study he followed for a long time, and in this way
they will find another set of answers. Remind
them they are traveling in a new country the ant

TEACHER'S MANUAL 35

country. Strange things are to be expected. Per-
haps they will like to come to next session as
travelers with tales of what they have found out.
They may imagine they have grown very small
and have taken a trip through an ant hill, and
that the ants have talked and told their secrets to
the visitors from Boy and Girl Land.
References: See references for Lesson I.

LESSON III
ANT WORKERS II

Teacher's preparation: In order to make the
present lesson as interesting and fruitful as pos-
sible, it is desirable that the teacher reconstruct an
ant hill for the pupils' study during the lesson
period.

Find an ant hill and drive a spade into one side
of it, lifting it and thus turning over the dirt of
which the hill is made. With a large spoon lift a
quantity of the earth of the hill, together with the
eggs, babies, queens, and workers into a wide-
mouthed jar. Place a brick or a flat stone in the
middle of a large pan of water. On this put a slab
or a flat board. Pour the contents of the jar on the
slab or board, and smooth it down. Cover with a
sheet of glass of the same size as the board, putting
a thin board over the glass to shut out the light, as
ants prefer to work in the dark. Place some par-
ticles of food on the board. If the ants are left
overnight, a reconstructed nest will probably be

36 OUR WONDERFUL WORLD

found in the morning, and it will be possible to
observe an ant colony at work at close range. Make
sure that the pan is large enough, and the water
deep enough, to prevent the ants' escape.

Procedure : Probably the most interesting feature
of the present lesson is the study of a reconstructed
ant hill, which should be in readiness at the be-
ginning of the session. Give the pupils every op-
portunity to tell what they have found out about
ants since the previous session as suggested in
Number i under "Something to Do."

Instead of reading the story in Lesson III, use
every opportunity in the study of the ant hill to
present the facts of the story informally to the pupils.
Give them an opportunity to read the story later.

Guide them in making notebook drawings as sug-
gested in Number i under "Something to Do"
(page 37 in the text). Let them compare their
discoveries and knowledge of ants with what Don
and Ruth found out. When the pupils have ex-
hausted their information about ants, turn the em-
phasis to a really more important phase of the
lesson, from the conduct angle, at least the les-
sons they have learned from ants.

At this point introduce Number 2 under "Some-
thing to Do." As you list on the blackboard the
helpful parts of their work, help the pupils to think
of and suggest many ways in which the ant is a
good neighbor. Interject here Proverbs 30. 24-28,
used in connection with the preceding lesson, and
ask the pupils to find and read Proverbs 6. 6-8.
Urge them to memorize these verses.

Conclude the period with a spontaneous worship
service, including the following features:

TEACHER'S MANUAL 37

1. Reading by a pupil, i Corinthians i. 27, 28.

2. Hymn, "For the Beauty of the Earth," first
and third stanzas.

3. Informal comments from the pupils on lessons
in conduct that they have learned from ants, con-
cluded by the reading of Proverbs 6. 6-8.

4. Prayer from the leader to summarize and
clinch ideas expressed in Number 3 by the pupils.

Activity: Direct the children to look for silk
weavers in their own vicinity for a day or two be-
fore they read the story; then they should go to
their books for the tale of the Lady Miranda. Chal-
lenge them to answer as many of the questions
following the lesson as possible.

LESSON IV
SPIDER WEAVERS

PROBABLY no other insect is so abhorred by chil-
dren as is the spider. Many children, and adults
as well, fear spiders quite as much as they fear
snakes. The present lesson would accomplish
much if it could help the pupils to understand the
ways of spiders, and to appreciate their place in
the realm of nature.

Procedure: Begin the lesson with reference to
two questions, Numbers 4 and 5 under "Something
to Do." The pupils will doubtless be interested in
these stories, and from their discussion they may
proceed effectively to the story of Lady Miranda
found in their text. Help them to visualize this
interesting spider activity.

3 8 OUR WONDERFUL WORLD

Interest in Lady Miranda will be greatly stimu-
lated if the pupils are given an opportunity to
study a spider web close at hand. If possible, take
the class to the garden, cellar, or attic to examine
webs. Test the strength and elasticity of the web.
Look for the line that runs back into the nest.
Touch the web at different points, and watch the
actions of the spider.

As a result of this study the pupils should be
prepared to carry out the activity suggested, Num-
bers i and 3 under "Something to Do." Give
them the necessary help to do this work success-
fully. Then proceed to Number 6, in preparation
for which ask the pupils to find in their Bibles
James i. 4a, which seems to describe the spirit -in
which spiders accomplish their work.

Conclude the lesson with a brief and informal
worship service in which the pupils may be led to
sense a deeper reverence for Godj whose hand has
filled our world with so many wonderful and beau-
tiful things.

Let the pupils sing together "We Thank Thee,
O Our Father," then ask them to turn to Psalm
104. 24, which may be read in unison. It would be
well at this point to give the pupils an opportunity
to explain in their own words the meaning of this
verse in terms of their observations in the field of
nature since they have been studying these lessons.
Conclude this brief service with the hymn, "This
Is My Father's World," and a prayer by the leader.

Activity: Direct the pupils to read the next
story as soon as possible after the close of the ses-
sion, then to look for spiders taking good care
to avoid a bite by the "black widow"! their webs,

TEACHER'S MANUAL 39

nests and egg cases, that good reports for the next
session may be certain.

References:

The Spider Book, by J. H. Comstock.
Lives of .Busy Neighbors, by Inez McFee.
Sea Side and Way Side, by Julia MacNair
Wright, Volume II.

LESSON V
SPIDERS AND THEIR NESTS

Teacher's preparation: To add to the interest of
the class session photographs, drawings, and the
decorated cards suggested in the last lesson (Num-
ber 6) may be pinned on the screen for inspection
and approval. Pupils and teacher may have
brought in egg cases, and this will prove an intro-
duction to the lesson. Specimens of spiders may
be brought to the class by the teacher. The usual
way of preserving spiders is to place a small tuft of
cotton in the bottom of a bottle to prevent the
breaking of the legs, while alcohol is used as a
preservative.

Procedure: Begin with a brief review of the
preceding lesson, giving the pupils an opportunity
to tell in a few words the new facts they have dis-
covered in the material presented in Lesson IV and
in their subsequent observations.

Proceed now to the material contained in the
text, giving the pupils an opportunity to read it

40 OUR WONDERFUL WORLD

aloud, taking turns. Throughout the reading inter-
rupt frequently with questions and explanations to
make clear such points as the kinds of spider eggs,
how these appear, where to look for them, and so
forth. Note particularly the discussion dealing with
the spider's value in the world of nature. The
children will probably be interested in the sugges-
tions made in the text concerning poisonous and
nonpoisonous spiders.

To add to the interest in the tarantula, secure a
skilled pianist or violinist to play several of the
tarantellas. Care should be taken to see that the
children sense the ignorance and superstition back
of the old idea lying back of these selections; at
the same time they may have some appreciation of
the wild beauty of the compositions. From this
lead to the calmness and trust of "How Strong and
Sweet My Father's Care." Most of the pupils will
know the hymn, but if they do not it will take but a
few minutes to learn it. Suggest that the stanza
beginning, "O keep me ever in thy love," is a beau-
tiful prayer for protection, and may often be used.

Conclude the study with an examination of pic-
tures and specimens provided by the teacher, as
already suggested. In this connection request the
pupils to carry out the suggestions made in "Some-
thing to Do," Numbers i, 2, and 3. Many pupils
might also be interested in doing the task assigned
in Number 4.

The period may well end with the singing of the
hymn, "How Strong and Sweet My Father's Care!"
followed by references found and read in Psalm
147, verses 5 and 7a. Close with prayer, which
may later be typed and given to pupils:

TEACHER'S MANUAL 41

We thank thee, our heavenly Father, for the
beauty of the out-of-doors; for the cooling breezes,
for the freshness of water, for the glory of the sky
and the strength of the hills. All things tell of thy
love and care. In the lives of the little worm, the
busy ant, the patient spider, we read the lessons of
truth thou dost teach us. Help us that we, too,
may carry out thy work as thou dost wish each of
us to do. Amen.

Activity: Spend a few minutes in arranging speci-
mens that have been brought in; in completing
cards of last lesson; in entering facts in notebooks
and class records; in writing letters, as suggested in
assignment 4, to distant friends, absent or prospec-
tive class members, or to parents.

Call for three volunteer groups one to learn be-
fore the next session Psalm 19. 7-10; one to work
on assignment 5, and a third to prepare assign-
ment 6.

References: See references for Lesson IV.

LESSON VI
THE HONEY BEE

Teacher's preparation: In order that the pupils
may carry out the assignments in Numbers i and
2 under "Something to Do," it will be necessary for
the teacher to bring bees with her to the class ses-
sion. It is suggested here that he should also prac-
tice the experiments suggested in Numbers i and 2
in order to aid the pupils in making worth-while

42 OUR WONDERFUL WORLD

observations. In performing the assignments in
the classrooms care must be exercised not to frighten
the children by bringing too many bees, for it may
be that a few of the pupils will be somewhat afraid
of bees.

Procedure: Begin the class session to-day with a
new hymn such as "The World Is Glad, the World
Is Bright," or "Joyful, Joyful, We Adore Thee."
Discuss freely the meaning of the hymn, helping
the pupils to understand it and to sing it with
appreciation. Follow this study with a more fa-
miliar hymn to be chosen by the pupils. At this
point call upon one of the pupils to read, or repeat
from memory, Psalm 19. 7-10.

Instead of giving the pupils an opportunity to
read the story, "The Honey Bee," the teacher may
tell it, making the life of the bee appear as dramatic
as possible. When the story has been told, proceed
to Number i and 2 under "Something to Do." Do
the work carefully and slowly so that all the process
may be visible and clear to the pupils. To add to
the pupils' information concerning bees, urge them
to investigate the problems involved in Numbers
3 and 4.

As suggested in "Something to Do," Numbers 5
and 6, the Bible contains many references to bees.
If the pupils are interested in the task involved in
Number 5, by all means encourage them to carry
it out. Ask them to look up the riddle in Judges
14 in connection with the story of Samson.

The lesson should leave the pupils full of interest
in the bee, its marvelously adapted body, and its
untiring industry. The study begun in this lesson
should be pursued further, the teacher encouraging

TEACHER'S MANUAL 43

the children to come back from time to time with
new observations, or with new facts gained by
reading.

Activity: In preparation for the next session ask
the pupils to read Lesson VII, "Butterflies and
Moths," and to note especially Numbers 2, 3, 4,
and 5 under "Something to Do."

References:

The Bee People, by M. W. Morley.
Lives of Busy Neighbors, by Inez McFee.
Buz, by Maurice Noel.
Children's Life of the Bee, by Maeterlinck.

LESSON VII
BUTTERFLIES AND MOTHS

Teacher's preparation: In approaching this les-
son the leader needs to consider carefully the values
that may be derived from it, to the end that only
the best shall be gained.

The emergence of the butterfly from the cocoon
has so long been used as a symbol of resurrection
that it may seem to the adult the only religious
lesson to be taken from this story. The "Lesson of
Faith," from Mrs, Gatty's Nature Parables, will at
once come to mind, and may be used here, if this is
the teaching that is chosen. It may be well to
recall, however, that analogy is a dangerous tool
to use in working with children. At least the cau-
tion should be uttered and the leader warned to

44 OUR WONDERFUL WORLD

make very sure that pupils are actually getting the
implications that they are supposed to be getting.
Death and a future life are problems that are
usually not of pressing importance to the lively
junior, and unless circumstances indicate the need
of bringing them into prominence, another emphasis
may be of greater worth.

Again, the junior is at the age when collecting has
great delights for him; this instinct may be readily
used here, and with little trouble pupils may be
taught to collect and mount butterflies and moths.
There is no doubt of the value of properly mounted
and scientifically classified specimens in museums.
However, pupils of ten are likely to get a better
lesson through learning to admire the beauty of
the living thing than can be gained through taking
life for doubtful scientific gains. It is probable that
it will be much wiser, and more in keeping with the
spirit which the entire course of lessons is striving
to foster, to have pupils study butterflies and moths
from colored plates, and then to verify by observa-
tion of the living creatures, than to pursue the
study by the collection method. Collections of egg
cases, eggs, and cocoons are to be thought of in a
different light, as these do not mean the destruc-
tion of life. It is a thrilling experience to watch a
butterfly coming out of the cocoon, and getting
ready for its new life; and when this has been wit-
nessed no child is likely to forget the awe and won-
der of it, or to wish to kill the lovely creature he
has seen develop before his eyes. The empty
cocoons are almost as valuable to the ten-year-old
child as any specimen he is likely to find. Each
teacher is urged to think the matter through care-

TEACHER'S MANUAL 45

fully, in the light of the characteristics and needs of
the particular group before her, and to act for their
best good.

This lesson is placed in Part I as belonging
naturally there, but when Lesson 17, concerning
the work of butterflies and moths in fertilization of
flowers, is taken up, connection between the two
should be made.

Procedure: Begin by asking the pupils to find,
read, and memorize Ecclesiastes 3. u. Then pro-
ceed to the lesson story, giving the pupils an oppor-
tunity to read it aloud, taking turns. To add value
and meaning to the narrative call for reports on
Numbers 3, 4, and 5. Introduce pictures of butter-
flies and, if possible, actual specimens properly
mounted. If it can be done, make a trip to a
natural history museum, where the pupils may ob-
serve great numbers and different kinds of butterflies.

The tasks assigned in Numbers 2 and 6, given
the proper guidance by the teacher, will prove in-
teresting and valuable to the pupils.

Crepe paper may be bought at most stationery
stores on which pictures of butterflies are printed
in very good colors. These may be used in dec-
orating cards to be used for Easter, for invitations
or greetings; or the forms may be cut out and em-
ployed as window transparencies. Another pretty
use is to mount the cut-out forms on a thin card-
board, fastening a fine wire to the body, and twist-
ing the other end of the wire to one of the little
wooden pegs used in making bouquets. The but-
terflies so mounted are a gay addition to a pot of
flowers or ferns, and children delight in making them.

Close the class session with worship in which

46 OUR WONDERFUL WORLD

the pupils may be given an opportunity to par-
ticipate in the following:

1. Singing the hymn, "For the Beauty of the
Earth," first and third stanzas.

2. Reading together Ecclesiastes 3. n and Psalm
19. 7-10.

The teacher may close the worship service with
the poem, "The Caterpillar," by Robert Graves,
and a prayer.

Reference: Butterflies Worth Knowing, by Clar-
ence M. Weed.

PART II
OUR FEATHERED FRIENDS

PART II constitutes a project in which pupils may
take keen delight. The order of lessons should be
determined by the season of year at which they are
being used. If it is winter, Lesson X, "Landlord
to the Birds," will make a good starting point. If
shelters, feeding shelves, and food baskets are prop-
erly placed, pupils will soon make a first-hand
acquaintance with their feathered tenants. Then,
with one or more of the excellent bird books now so
easily obtainable, children will not be long in gain-
ing much knowledge of the birds of their vicinity,
and will know for what types they may provide
houses. The making of these will afford an activity
that may well cover a considerable period of time.

Along with the construction of bird houses may
go the consideration of the birds' contribution to
man's welfare, as suggested in Lesson IX, "Our
Feathered Guardians." If the section is being
taken up during the summer, this lesson may be
the best starting point. If the first lesson is to
be given during the nesting season, Lesson VIII,
"Hunting Birds with Eyes and Camera," will be
the logical beginning, and the lesson may be car-
ried on in the open, under the leadership of one
who is able to show the pupils the joy of a bird
hunt with a camera. It is not necessary to sug-
gest that only those nests should be taken which

47

48 OUR WONDERFUL WORLD

are known to be abandoned, and in which birds
are not actually living.

The study of birds ought not to stop with the
few mentioned in the text. Every pupil should be
encouraged to become acquainted with the birds of
his own vicinity; he ought to know them by sight,
by song, by nest, food habits, flight, time of com-
ing and going. Only the most familiar have been
mentioned in the text, and the leader will add
many others that are of local interest.

If it is impossible to observe the actual nests of
birds in their natural setting, much can be gained
by visits to museums, and from the study of nature
and bird books. But no matter at what time or in
what place the study is being carried on, feeding
places, baths and houses for birds should be pro-
vided by the pupils, both for the joy they will get
from doing so, for the benefit they will derive in
added appreciation, and for the very real service
they may render to the community by attracting
and protecting the birds.

The Milton Bradley Birds for School and Home, 1
in four folios, containing outline patterns of forty
birds, will help children to become familiar with
many of the more common birds, and may be an
avenue of service to children who are less favored,
as the finished birds make attractive gifts for sick
or shut-in boys and girls.

The purpose of the lessons in this section is in
line with that of other sections. Specifically, it
may be stated as the desire to create in the minds
of pupils a greater tenderness and care for birds as

Available from Milton-Bradley Company, Springfield, Massa-
chusetts.

TEACHER'S MANUAL 49

a part of God's world; a deeper sense of the inter-
dependence of all created things; and the teaching
of many lessons of love and trust in God. It is to
be hoped that, as the pupils cooperate to provide
for the protection and welfare of birds, they may
feel that they are really helping God in the care of
his creatures.

LESSON VIII

HUNTING BIRDS WITH EYES AND
CAMERA

Teacher's preparation: The plan for this lesson
is based on the assumption that it is being used
first in the section, and in the height of the nest-
building season. Whatever topics have been under
consideration in the weeks just preceding, the
leader should have been encouraging the children
to watch for the arrival of the birds, and to report
the date and the place where each was first seen.
The pupils should also be ready to welcome the
little travelers with food and shelter. Birds com-
ing north are often overtaken by a sudden late
snow, and need succor. All of this will provide
material for opening discussion.

It is suggested that the teacher be thoroughly
prepared by a preliminary study of birds in the
vicinity to lead the pupils in a fruitful study of
Part II. It will be necessary, further, that the
teacher make available to the pupils pictures, de-
scriptions of birds, and any models of birds' nests
or houses that will be of special interest to the
pupils. *

50 OUR WONDERFUL WORLD

Procedure: A most interesting way to begin the
present lesson would be to play a simple game as
suggested in Number 3 under "Something to Do."
This would serve to arouse keen interest in birds
and would lead into the lesson in a delightful way.
Do not devote more than five minutes to this fea-
ture, and conclude with an informaL discussion
dealing with what the pupils already know about
birds.

Pupils and leader will report on the observed
activity of birds that have been seen peeping into
hollows of trees, under eaves and behind shutters,
in their search for nesting places. They will have
been seen gathering grasses, fiber, hair, string and
other building material. Their joyful songs will be
most marked.

Encourage pupils to make accurate observations
of nest-building, cautioning them not to alarm or
disturb the birds.

With interest running high proceed to the story,
"Hunting Birds with Eyes and Camera," and let
the pupils read it aloud, one after another. They
will delight in its interesting facts concerning their
bird neighbors. A natural outgrowth of the lesson
would be a bird hunt engaged in by the pupils.

It is entirely conceivable that in some situations
it would be quite impossible to conduct a bird hunt
out of doors. In such instances let the pupils con-
duct their hunt in books, magazines, or in the
Bible. The book, Birds of the Bible, by Gene
Stratton Porter, 1 would prove valuable in a hunt
for birds in the Bible.

Published by The Abiagdoa Press, New York.

TEACHER'S MANUAL 51

If a natural history museum is accessible, the
pupils would doubtless profit greatly by a visit to
its bird section. In this way they could study
birds less common in their own neighborhoods.

It is not enough in a bird hunt merely to look at
birds. The purpose of such activities includes dis-
covering such things as how birds build their nests.
Do both birds, male and female, work at nest-build-
ing? Does the female bird work alone at nest-build-
ing? When do birds build their nests? How may
one recognize a bird from the kind of nest it builds?
How may one recognize a bird from its song? Many
other interesting facts will be learned.

Conclude the service with a brief worship period
including the following features:

1. A study of the hymn, "There's Not a Bird
With Lonely Nest," which seems to have been
inspired by such Scripture verses as Matthew 6.
26 and Matthew 10. 29-31. Help the pupils to
realize the loving care of God, their Father, con-
cerning whom it is said: "Behold the birds of
heaven, that they sow not, neither do they reap,
nor gather into barns; and your heavenly Father
feedeth them. Are not ye of much more value than
they?"

2. A prayer hymn of thanksgiving, such as, for
example, "For the Beauty of the Earth," or "We
Thank Thee, O Our Father," may be sung.

3. Prayer by the leader.

Activity: As an outgrowth of the lesson the
pupils should make definite plans for a bird hunt,
either in the out-of-doors, or in books, magazines,
and the Bible, as previously suggested. . In addi-
tion to making these plans, a committee should be

52 OUR WONDERFUL WORLD

chosen to write for the bird outlines, or provision
may have been made for these in advance, so that
the material is at hand for immediate use as sug-
gested in Number i, "Something to Do." Discuss
Number 2. What bird pictures do the children
have, clipped from old picture books, magazines,
or other sources? What shall be used for founda-
tions for the sliced birds? What boxes to be used
as containers? How many puzzles shall be kept
for the class? Where shall the others be sent to
hospitals? mission schools? orphanages?

It is suggested that the pupils do not read Lesson
IX in advance, but that they devote their time
between the study of Lessons VIII and IX to carry-
ing out plans made in connection with Lesson VIII.

References:

First Book of Birds, by Olive Thome Miller.
Second Book of Birds, by Olive Thorne Miller.
Birds of the Bible, by Gene Stratton Porter.
Everyday Birds, by Bradford Torrey.
Bird Neighbors, by Neltje Blanchan.
How to Attract Birds, by Neltje Blanchan.

LESSON IX
BIRD GUARDIANS

Procedure: No doubt the pupils will be eager to
report their bird discoveries since the last class
session. In this connection guide their reports by
means of Number i under "Something to Do." As

TEACHER'S MANUAL 53^

they give the names of birds that they have seen,
urge them also to tell any interesting facts that
they may have discovered about these birds.

It is to be hoped that many of the pupils will
have searched for birds in the Bible. Give them
an opportunity at this time to tell what they have
discovered. Close this part of the period by calling
upon a pupil to read Matthew 6. 26 and Matthew
10. 31. Urge the class to memorize these verses.
Sing the hymn, "There's Not a Bird With Lonely
Nest."

Proceed next to the lesson story, "Bird Guard-
ians," which may be read by the teacher, or by the
pupils aloud, in sequence. As the pupils hear, or
read for themselves, these interesting facts about
birds help them to realize what birds do to be called
our guardians.

As a result of this lesson on birds and their
customs, the pupils will doubtless be interested in
hearing "The Birds of Killing worth," by Henry
W. Longfellow. Read the poem to the children in
such a way as to win and hold their interest in the
dramatic life of birds.

The dramatic impulse is so spontaneous, and is
now so carefully fostered in the public schools, that
the pupils may propose to dramatize the poem.
Encourage such action, and spend some time in
planning for it. Ten-year-old children are quite
capable of preparing a very clever presentation,
and will enjoy the making of costumes, cages, birds
and other accessories for giving the play, which
may be done very informally for the group, or
rather more formally as a way of sharing the
pleasures of the class with parents and friends. It

54 OUR WONDERFUL WORLD

may form a part of a Bird Day Program for the
class, when the work suggested in Lesson X, the
bird books, games, pictures, and drawings may be
exhibited to friends.

Activity: In connection with Lesson X it will
be necessary for the pupils to do some rather in-
tensive work. Ask them, first, to read the lesson
story, "Landlord to the Birds," and then to begin
preparations for doing the tasks assigned in Num-
bers 2 and 4 under "Something to Do." If it is
feasible and desirable to hold a bird day, appoint
a committee to begin preparations, as suggested in
Number 3. Number 5 would also prove very in-
teresting if it could be arranged. Appoint a com-
mittee to investigate and formulate plans for such
an entertainment.

References: See references for Lesson VIII, also
The Spell of the Rockies, by Enos Mills.

LESSON X
LANDLORD TO THE BIRDS

Teacher's preparation: To add interest and
value to the lessons on birds, the pupils may plan
with the teacher to have a bird day, which might
include such features as the following:

1. The dramatization of "The Birds of Killing-
worth," by Henry W. Longfellow, as suggested in
Number i under "Something to Do."

2. A display of bird pictures, nests, and houses.

3. A demonstration of bird songs and cries, as
suggested in Number 5 under "Something to Do."

TEACHER'S MANUAL 55

At the end of the preceding lesson the teacher
was asked to appoint a committee, or committees
if desirable, to plan for such a demonstration of
bird life. Without doubt parents and friends of
the pupils would be interested in participating in
such a program.

Procedure: Begin the class session with worship,
using the verse, "The birds of the heaven have
nests" (Luke 9. 58), as the point of departure, to
be followed by the hymn, "How Strong and Sweet
My Father's Care!" Call upon one of the pupils
to find and read Matthew 6. 25-34. Let children
speak informally of lessons God has taught us
through the birds, his care of them, their service
to us, their cheery ways, or other points that each
may mention. Suggest petitions and reasons for
thanks and lead the silent prayer of the group,
closing with the hymn, "There's Not a Bird With
Lonely Nest."

Proceed next to a consideration of the lesson
story, which the pupils have already read in ad-
vance. It will be noted that Lesson VIII, "Hunt-
ing Birds With Eyes and Camera," and the activi-
ties presented in connection with it will be helpful
and valuable in studying and discussing Lesson X.
First of all, be sure that the pupils understand the
following things:

1. What "landlord" means.

2. What birds may be found in their own neigh-
borhood (Lesson VIII).

In the second place it will be necessary for the
pupils to discover how they may attract and be-
come acquainted with their bird neighbors. Three
books will be of great value at this point:

56 OUR WONDERFUL WORLD

1. Bird Neighbors, by Neltje Blanchan.

2. How to Attract Birds, by Neltje Blanchan,

3. Any good bird book which may be found in
the public library.

Help the pupils to discover for themselves ways
of attracting birds, and interest them in trying
some of these ways, suggested in the lesson story.
It is important for them to realize the different
kinds of care needed in winter and in summer and
to note particularly the ways in which they may
provide for the birds' protection from cats and
dogs (see page 104) and the process involved in pre-
paring baths for birds.

In the third place, a bird landlord needs to under-
stand the various types of houses into which dif-
ferent birds may come. The pupils will probably
enjoy studying closely this feature of the lesson in
order that they may build the right kind of bird
houses for their own yards. In this case, pages 105
to 107 should be studied very carefully.

Close the class period with a brief worship period,
emphasizing especially two biblical references:

1. Matthew 8. 20.

2. Matthew 10. 42.

Let the whole class find these verses and read
them silently. Then call on a pupil to read them
aloud. Discuss Matthew 10. 42 especially, so that
the pupils may see how acts of helpfulness to birds
are in reality acts of helpfulness to God. Let the
pupils choose a hymn for closing, such as "The
World Is Glad, the World Is Bright," "For the
Beauty of the Earth," or "This Is My Father's
World."

Activity: Two things are suggested as follows:

TEACHER'S MANUAL 5*1

1. A bird day, as indicated under "Teacher's
preparation," and in connection with Lesson IX.

2. Building bird houses.

Discuss freely the practical problems involved,
and the procedure to be followed in building the
bird houses, kinds of materials and tools to be
used, expense, where the houses are to be located,
and so forth. It will be a test of the ingenuity and
initiative of pupils and teacher to make the most
of the limited skill and whatever material is at
hand, and with these to produce good shelters,
feeding boxes and houses, but the returns will be
great.

In the interest over the activity there is danger
that the deeper religious implications may be lost
to sight. Such teachings must be made most nat-
urally or not at all. Children do not like to be
"preached at," and the skillful teacher will avoid
this. Nevertheless, the opportunity of showing
God's care for all of his creatures, lessons of the
worth of all lessons of trust, of interdependence,
of joy, of courage may be taught so easily and
wholesomely in this connection that no teacher will
slight the opportunity.

References:

Bird Houses Boys Can Build, by A. F. Siepgert.
Handcraft Bird Houses, by F. I. Solar.

PART III
GARDEN LIFE

TEE purpose of Part III, "Garden Life," is to
quicken the child's powers of observation in the
world of nature; to satisfy his curiosity and deepen
his wonder concerning his environment; to lead his
mind to the great Creator and the marvelous wis-
dom that planned our beautiful world with such
attention to detail; and to say with his heavenly
Father, "It is good." No child should finish these
lessons without a deeper reverence for God, and a
keener appreciation for the law and order, the
beauty and fitness, of the universe in which he is
living.

At first thought it might appear that the best
season of the year for the study of Part III would
be the springtime. But the teacher of forethought
who plans well ahead will discover that these les-
sons may be easily handled in the winter, provided
some effort is made earlier to have the material
ready. Many of the lessons should be carried on
out of doors when at all possible. A trip to the
woods or the fields, or a city park, will make the
lessons much more impressive, and will often give
the teacher an opportunity to understand and to
help the pupils as no other situation may.

Leaves, seed pods and stems may be gathered
and preserved in the autumn. Cans or flower pots
filled with earth may be planted with the proper
seeds long enough before the section is to be used

58

TEACHER'S MANUAL 59

to assure the specimens that are needed for illus-
tration. Pupils will delight in making and caring
for an eggshell garden in which many small seeds
may be grown for observation. Any stout paste-
board box may serve, but a small wooden box will
stand the wear much better. Cut in the top of
such a box a number of circles of the proper size to
receive the half of an eggshell. Fill the shells with
rich soil; sow the seeds, and keep them well watered
and in a sunny window, and material for very in-
teresting studies is easily obtained.

Pupils will be much interested in the making of
smoke prints, an old Indian way of keeping im-
pressions. Young children are so careless of fire
that cautions should be given them, but the process
is very simple.

The leader should experiment carefully first, and
gain mastery of technic before attempting to show
pupils how to do it. This is the procedure: Smear
a sheet of clean white paper quite thoroughly, but
very smoothly, with any kind of grease lard is
perhaps best. A good print will result only when
the grease has been applied smoothly. Hold the
greased side of the paper over a flame, passing it
back and forth in or just above the flame. For
classroom work, a lighted candle is most convenient;
the Indians no doubt used the flame of the camp
fire. Continue passing the paper through the flame
till a good and even deposit of soot accumulates on
the paper. Place the paper on the table, with the
smoked side up. In the smoked area lay a leaf,
preferably one whose veins are promient. Over
this lay a sheet of plain paper, and rub the leaf well
into the soot, being careful that the leaf does not

6o OUR WONDERFUL WORLD

move from its first position on the smoked area.
The end of the finger or the thumb of the right
hand should be used in the rubbing, while the left
hand holds paper and leaf in position. Make sure
that sufficient soot has adhered to the leaf to give
a good print before removing it, as it cannot be
put back in position, once it has been taken off.
Only experimenting will tell surely how much de-
posit and how long rubbing is required. Next
remove the paper and leaf, and place the leaf,
smoked side down, on a clean sheet of paper, in
the desired position, and cover with a clean sheet.
Hold firmly, and rub again, till a fine impression
in soot is made. This print is practically per-
manent, as it is rubbed off with difficulty. A set
of leaves in smoke prints will form an unusual and
interesting decoration for the walls of the room,
or make up an interesting book on "Leaves."

Blue prints of leaves are easily made by using a
photographer's printing frame, and the familiar
architect's or "blue-print" paper, the only develop-
ing medium required being plenty of cold water.

In the use of specimens the teacher should be
careful that children are not taught destructiveness
and waste. Only so many specimens should be
taken as are necessary, and pupils should be en-
couraged to sow seeds of wild flowers, and to pro-
tect them when they are found growing, so that
others may enjoy their beauty.

TEACHER'S MANUAL 61

LESSON XI

HOW PLANTS GROW

A GOOD approach to the present lesson may well
be made through a period of worship in which the
pupils are made deeply conscious of God's work-
manship in his wonder- world, and of their part in
helping God in his work. Secure an atmosphere of
worship and joyousness by having played on the
piano, "In a Garden," by Grieg, to be followed by
the hymn, "This Is My Father's World," sung by
the pupils. Call upon a pupil to read Genesis i.
n, 12, and let another read Matthew 6. 28-30.
The hymn, "We Thank Thee, O Our Father," may
then be sung. Either the teacher or one of the
pupils may read "The One Thousandth Psalm,"
by Edward Everett Hale. 1

At this point give the pupils an opportunity to
express freely and spontaneously their own appre-
ciation of the beauties of nature as they have dis-
covered them during their studies of these lessons.
Help them to realize that God is in his world pro-
viding for the needs of his people and eager for
their help in completing his great creation. Gather
up the pupils' expressions of appreciation in a brief
prayer, and close with the hymn, "For the Beauty
of the Earth."

Proceed from the worship period to the lesson
story, "A Common Plant and Its Parts." The
teacher may either read or tell this story, striving
throughout to capture and hold the pupils' interest
in the material presented. When the story has

1 Hymnal for American Youth, page 22.

62 OUR WONDERFUL WORLD

been finished discuss its different parts, and write
on the blackboard the new terms, such as root, stem,
threads, hairs, sessile, broth, leaves. Help the pupils
to understand the meaning of these terms, and the
relation of each part of the plant to every other part.

In this connection give the pupils an opportunity
to do the task assigned in Number i under "Some-
thing to Do." Number 2 would prove interesting
also if the teacher can make available to the pupils
the necessary sources of information.

Conclude the discussion with a consideration of
Numbers 5 and 6, beginning with Number 6. In
listing the plants useful to animals and man help
the pupils to realize the truth of the statement
contained in Genesis i. n, 12, and in Matthew 6.
28-30. Close the lesson period by reading from
Browning's "Pippa Passes" the lines beginning,
"All service ranks the same with God."

Activity: Interest and value may be added to
the lessons on plants, if the pupils actually study
and follow the growth of plants. In this connection
the task suggested in Number 4 would be fruitful.
An eggshell garden might be planted, as described
on page 59 of this Manual.

Ask the pupils to read the lesson story found in
Lesson XII, and to prepare Number i under "Some-
thing to Do" for their notebooks. Illustrations in
the text, page 125, would be helpful in performing
this task.

References:

Introduction to Botany, by Berger and Caldwell.
Luther Burbank and His Plant School, by
Slusser, Williams, and Benson.

TEACHER'S MANUAL 63

LESSON XII
A PLANT AND ITS FLOWERS

Procedure: When the pupils have taken their
places let the pianist play "To a Wild Rose," by
MacDowell, to be followed by Luke 12. 27, read
by the teacher. The hymn, "We Thank Thee, O
Our Father," may be used as a fitting response from
the pupils. The twenty-third psalm may be re-
peated in unison by the pupils, followed by a prayer
by the leader filled with expressions of gratitude
and appreciation for God's beautiful world of na-
ture which he has prepared for the joy and happi-
ness of his creatures. The hymn, "Fairest Lord
Jesus," may be sung to close the worship period.

Lesson XII follows naturally after Lesson XI,
and the teacher may build naturally upon the
emphasis made in the preceding discussion. Begin
by letting the pupils read aloud the lesson story
from the text, stopping frequently for discussions,
questions, and explanations. Be sure that the pupils
understand the meanings of the new and difficult
terms found in the story: bracts, calyx, sepals, corolla,
petal, stamen, pollen, flowering leaves. They might
write their definitions in their note-books.

In teaching the fertilization of flowers it is much
better to refrain from using the terms male and
female or the father part and the mother part, as
many children of ten will be confused by trying to
think in this way. At the same time a good basis
for future teaching may be laid by emphasizing
the fact that a life substance of one sort is found in
the pollen, and a life substance of another sort is

64 OUR WONDERFUL WORLD

found in the baby seed, and that only after these
two substances have mingled can the new life in
the seed begin to develop. More at this age is
probably not required, though the teacher should
aim at such an understanding of individual pupils
as to have no hesitancy in giving further instruc-
tion if the time is ripe for it.

Activity: When the story has been finished pro-
ceed to the notebook work, first of all reviewing the
pupils' accomplishment of the task assigned in
Number i under "Something to Do." Help them
to compare their work with the illustrations on
page 123 of the text.

Numbers 2, 3, and 4 will be exceedingly inter-
esting to the average group of children. Number 2
will require investigation and Numbers 3 and 4 will
result in prolonged activity frequently stimulated and
checked up on by the teacher. Help the pupils to
learn the different flowers of their environment. If
feasible, conduct a trip to the woods or park to help
the pupils increase their knowledge of flowers.

Discuss the feasibility and possibility of making
a flower "beauty spot" in the neighborhood. Call
attention again to the third stanza of "We Thank
Thee, O Our Father" (Number 3, "Something to
Do"). In this connection an eggshell garden might
be planted. Help the pupils to realize the beauty
of growing things and to take pleasure in watching
plant life develop and change (Number 4, "Some-
thing to Do"). These assignments, if begun, should
be reported on frequently.

References: For references throwing light on
Lessons XII to XXI, consult references cited in
connection with Lesson XL

TEACHER'S MANUAL 65

LESSON XIII

ROOTS OF MANY FORMS

Teacher's preparation: The lesson story describes
four different kinds of roots: those that grow in
earth, water, air and in other plants. It will be
well to bring specimens of these roots to class,
together with a magnifying glass, in order that the
pupils may have an opportunity to study them
closely.

If directions for planting seeds given with Les-
sons XI and XII have been followed, give the
pupils an opportunity to observe closely the newly
found roots. Numbers 3, 4, and 5 under "Some-
thing to Do" will prove interesting to the pupils
if they are worked out. Special preliminary work
by the teacher for preparing and making the neces-
sary assignments will be helpful to the students.

Procedure: Begin the lesson with a review of the
two preceding lessons, making sure that the pupils
understand the new and important terms found in
each lesson, and that they realize the religious im-
plications of these lessons. Ask them to find in
their Bibles and read the references: Luke 12. 27
and Genesis i. n, 12.

Let individuals tell in their own words what Don
and Ruth discovered about common plants and
their parts and what they found out about flowers.
At this point call for reports on certain investiga-
tions initiated in Lessons XI and XII, namely,

1. Lesson XI: Number 4, "Something to Do."

2. Lesson XII: Numbers 3 and 4, "Something
to Do."

66 OUR WONDERFUL WORLD

Now have the pupils, one after another, read aloud
the lesson story, stopping each time a new root is
mentioned and described by the mother of Don
and Ruth, to study first-hand specimen roots.
Bring out in connection with each type of root
where it thrives, how it gets its nourishment, the
service it renders to the plant, the care it needs.

An interesting Bible parable may be referred to
in this connection. Turn to Matthew 13. 3-7. It
is doubtful whether ten-year-olds would grasp or
profit greatly from the theological exposition of
this parable. Probably all that they could com-
prehend of this bit of Jesus' teaching would be the
four kinds of soil and their effect on the depth of
the root and amount of fruitfulness of the plants.
These four types of plants, however, are not to be
understood as being analogous to the four, types of
roots mentioned in the lesson.

Activity: Devote a reasonable portion of the hour
to considering the assignments at the end of the
lesson story, Number 2, for example. Help the
pupils to think of and list in their notebooks the
kinds of roots that are good for food. If feasible,
carry out the task assigned in Number 3, which
may be considered in the light of the biblical ref-
erence, Matthew 13. 3-7. If the pupils have planted
seeds during the study of Lessons XI and XII, they
ought to be able to study newly found and growing
roots, as suggested in Number 4. Number 5 is a
most interesting assignment, which may be carried
out with the help of the teacher.

Close the lesson period with a brief review of the
lesson, the kinds of roots and their service. Ask
the pupils to turn to Romans n. 16 and then read

TEACHER'S MANUAL 67

the verse found there. Continue with a brief service
of worship, using the hymns, "For the Beauty of
the Earth" and "This Is My Father's World," and
a prayer by the leader.

LESSON XIV
PLANTS AND THEIR STEMS

Teacher's preparation: With the aid of the pupils
gather and bring to the classroom as large an as-
sortment of stems as possible, in order that the
pupils may have an opportunity to study various
kinds of stems at first hand.

Procedure: Begin the lesson with Number 4
under "Something to Do," asking the pupils to
make a list of ten things that they use every day
made from stems. In this way help them to see
what an important contribution to life stems are.
Proceed next to Number 5, asking the pupils to
name the kinds of stems used for food.

With interest in stems thus aroused proceed to
the lesson story, which may be read silently and
then discussed by the pupils. Be sure that certain
important elements in the lesson story are made
perfectly clear:

1. The difference between annual, biennial, and
perennial stems or plants.

2. The difference between a shrub and a tree.

3. How stems grow up, down, and holding fast.

4. What stems are really for.

5. Lessons to be learned from stems, as in i Thes-
salonians 5. 21 and i Corinthians 16. 13.

68 OUR WONDERFUL WORLD

In order to become acquainted with the stems of
their own environment, Numbers i and 2 under
"Something to Do" may be used. These lists may
be written in the notebooks. Number 3 may also
be considered carefully.

These assignments may be finished at home if
time does not permit their being completed in the
lesson period. Conclude the lesson period with a
careful consideration of Number 7, helping the
pupils to realize that as there are different kinds
of stems there are also different kinds of people:
strong, weak, prickly, clinging, climbing. This dis-
cussion may culminate in a brief worship service in
which the following hymns may be used: "Dare to
Be Brave, Dare to Be Strong," and "I Would Be
True." The Bible verse i Corinthians 16. 13 may
be read in unison. The leader may close the class
session with a brief prayer, asking God's help in
developing strength and courage to meet the tasks
of life.

LESSON XV
GREEN LEAF FACTORIES

Teacher's preparation: An interesting and val-
uable feature of the present lesson would be to
make blue-print leaves. See Number i under
"Something to Do." Prepare the necessary ma-
terials so as to aid the pupils in carrying out the
assignment successfully.

Procedure: Ask the pupils to read silently, then
aloud in unison, the Bible text, Revelation 22. 2,

TEACHER'S MANUAL 69

and then call upon individuals either to find and
read or to repeat from memory the Bible verses
used in connection with the preceding four lessons,
bearing on plants, flowers, roots, and stems.

Continue with an informal worship period in
which the hymns, "Fairest Lord Jesus" and "For
the Beauty of the Earth," may be sung. Read or
have read Job n. 7-9 and 36. 24-32. Suggest that
God's greatness is shown likewise in the multitude
of leaves and leaf forms, and their wonderful fit-
ness, each to the plant to which it has been given.
Close with a prayer by the leader, of thanks for
the beauty of the world, and for God's care, with a
petition for help to live in it with the spirit of help-
fulness and the desire to serve each in his own
place and to the best of his ability.

In the lesson hour, as the story is read aloud
by the pupils, in turn, move slowly over the first
part, since the chemical description is likely to
prove difficult for the pupils to get. Ask ques-
tions, and permit questions to be asked freely, to
make sure the pupils understand the facts.

In showing how all life in the animal world de-
pends on plant life, less time will be required; the
point of emphasis is that through this long chain
that reaches back to the sun God is truly giving
daily bread; that it is no less his gift because it
does not come directly from his hand. This may
seem a thought too simple to be stressed at all,
but just because it is simple it has often been over-
looked, and thinking of the sort that demands the
immediacy of agency and denies the divinity of the
more indirect way of working is at the heart of
much misunderstanding and doubt. These may be

yo OUR WONDERFUL WORLD

avoided by proper teaching of basic principles at
this point.

The attempt to reclothe the trees with the leaves
belonging to other species is a good exercise for the
imagination; but it is more: it will quicken the
observation of pupils; and it ought to foster a de-
sirable habit of inquiry that does not take facts for
granted, but that looks below the surface for rea-
sons, and that demands thinking to get at them.

Looking at leaf shapes ought also to be en-
couraged as a means of sharpening observation,
while the making of blue prints will give a new
idea of the beauty of such ordinary and familiar
things as leaves, and will prove a fascinating occu-
pation in itself. The teacher who gives a child a
new interest must not forget that in doing so one
more safeguard against temptation has been set
up; criminals, the weak and the foolish are not
recruited from the ranks of those who have whole-
some and interesting matters to occupy attention.

Activity: The tasks suggested in Numbers 2 and
4 under "Something to Do" might well be carried
out as a part of the class period, Number 4 being
used as a service activity.

Ask the pupils to read the story found in Lesson
XVI and to work on Numbers i and 2 under "Some-
thing to Do."

LESSON XVI

A FIELD DAISY AND ITS FAMILY

Teacher's preparation: Specimens of daisies, dan-
delions, thistles, and chrysanthemums will be inter-

TEACHER'S MANUAL 71

esting in connection with the present lesson. To
supplement the material in the text the teacher
may be prepared to tell the story of Luther Bur-
bank and the Shasta daisy (as found in the Book
of Knowledge, or in a recent edition of an encyclo-
paedia). Stories of Darwin's work with flowers may
also be used.

Procedure: Begin by reference to the work of
Luther Burbank with flowers, supplemented by
pupils' reports on Numbers i and 2 under "Some-
thing to Do."

If the pupils have already read the lesson story
there is no need to read it again. However, go
over its main points and discuss these somewhat
in detail in order that the pupils may understand
what a composite flower is in contrast with a simple
flower, and the different kinds of composite flowers.
Refer now to Numbers 3 and 4, helping the pupils
to suggest and list the kinds of composite flowers
to be found in their own gardens.

Strive to leave at the end an impression of the
marvel of the many variations of plan to be found
in the Composites, and to make the children thrill
at the idea of finding out these "thoughts of God"
one by one as they study patiently the works of his
hands. The teacher may wish to tell them of the
long and untiring effort of Darwin in his attempts
to get at some of the flower secrets. Lead from
this into the memory work for the day, Psalm 65. 9,
and let that introduce the worship.

Ask the pianist to play "In a Garden," by Grieg,
after which individual pupils may be called upon to
read the following verses:

Genesis i. i Luke 12. 27.

72 OUR WONDERFUL WORLD

Isaiah 40. 8. Romans n. 16

Genesis i. n, 12. James i. 17.

Sing together at this time the hymn, "The World
Is Glad, the World Is Bright," and then lead the
pupils in silent prayer, after which repeat the first
stanza of the hymn, "For the Beauty of the Earth."

LESSON XVII
BEES AND FLOWERS

Procedure: Begin the lesson with Number 5
under "Something to Do." Ask the pupils to find
in their Bibles and read i Peter i. 22b and Romans
12. 10. Stimulate their thinking on these verses
with such questions as: How do these verses help
you to remember how flowers and insects work
together to help each other? Which one of these
verses would make a good motto for a boy or girl
to follow? Why? What kind of a school, what
kind of a class, and what kind of a home would
each of us have if we put these verses to the test
and carried them out every day? Suggest that it
is hard to remember always, and that the story of
the flowers and their helpers to-day may help us to
keep them in mind.

The content of the lesson story is difficult and
will require careful reading and study. It is sug-
gested that the pupils read it aloud, pausing fre-
quently for questions, discussion, and exposition.
Recall in this connection Lessons XI and XII.
Help the children to get the wonder of the many
plans of fertilization as found in different plants.

TEACHER'S MANUAL 73

Let them see the hand of God working through all
these plans for the welfare of his children. Make
sure the pupils catch a glimpse of the marvelous
and intricate way in which the whole creation is
bound together. This ought to lay the foundation
for a true awe and a true reverence; it ought to
foster a wholesome humility at the same time that
it makes for deeper trust and dependence on God.

There is at this point, also, a grave danger into
which the unwary leader may fall, in careless refer-
ence to the habits of flowers, a reference that is
nearly "nature faking" at times. An example of
this is seen in the frequent reference to "flowers
learning to attract the insects"; as if flowers were
sentient beings with the power of willing. Such
teaching is very closely akin to that which John
Ruskin condemned as a pathetic fallacy in his Modern
Painters. To the reading of his Chapter XII in
Volume III all teachers are urged, in the hope that
they, too, may come to "think strongly and see
truly." The marvels of the flower world are great
enough without adding to them human attributes
which they do not possess.

An interesting activity will be to study and dis-
cuss the fertilization places of various flowers in the
vicinity, as suggested in Numbers i, 2, 3, and 4
under "Something to Do." Help the pupils in
their study to realize the interdependence of ele-
ments in God's world.

Return at the end of the period to the Bible verses
discussed earlier. Sing together a hymn, such as
The Beautiful, Bright Sunshine," first stanza, or
For All Thy Care We Bless Thee" (to be used as a
prayer, to be either read aloud in unison or sung).

1C

It

74 OUR WONDERFUL WORLD

Assignment: Ask the pupils to read carefully
the lesson story, and to find and read the poem
"Trees," by Joyce Kilmer.

Reference: Introduction to Botany, Chapter X,
by Berger and Caldwell.

LESSON XVIII
FRIENDLY TREES

Procedure: Begin with a worship period de-
signed to awaken and cultivate within the pupils
an appreciation of trees. Ask the pupils to find,
read silently, and then aloud in unison Psalm i.
This may be followed by a vocalization of Joyce
Kilmer's beautiful poem "Trees." If a singer is not
available, the poem may be read by one of the
group, or by the teacher, emphasizing particularly
the last two lines:

"Poems are made by fools like me,
But only God can make a tree."

Lead the pupils in a prayer of thanks to God for
the beauty, the majesty, the grandeur of trees as
symbols of strength and uprightness. The lesson
itself may be initiated by the reading of Jotham's
fable, found in Judges 9. 8-15.

If the pupils have not already read the lesson
story they should be given an opportunity at this
time to do so. Present the material of the lesson in
the form of a great tree show, and let children
choose the trees they love best for any reason

TEACHER'S MANUAL 75

beauty, usefulness, or protection. Make a list of
all the trees in the neighborhood, and help the
pupils to suggest reasons why these trees are val-
uable. The material in the text will be helpful in
this point.

Close the lesson period by telling the story of
how a Chinese boy tried to keep Arbor Day, found
in The Honorable Crimson Tree, by Anita Ferris,
and published by the Missionary Education Move-
ment.

Assignment: Ask the pupils to memorize
"Trees," by Joyce Kilmer, and the Bible verses
Psalm 92. 12-14. They may read the lesson story
found in Lesson XIX. The assignments under
"Something to Do" in Lesson XIX are especially
interesting. Urge the pupils to work especially on
Numbers 2, 5, and 6.

References:

The Honorable Crimson Tree, by Anita Ferris.
Firebrands, by Martin and Haines.
The Spell of the Rockies, by Enos Mills.
Wonderland of the Rockies, by Enos Mills.
Story of a Thousand-Year Pine, by Enos Mills.

LESSON XIX
FRUIT TREES AND FORESTS

Procedure: Lesson XVIII presented many inter-
esting and useful facts about trees, their beauty
and usefulness, and how and where certain kinds of
trees grow. The present lesson emphasizes more

76 OUR WONDERFUL WORLD

especially the care of trees, and how boys and girls
may render valuable service in protecting trees
from harm or possible destruction.

Discuss the lesson facts, bringing out the beauty
and utility of the trees. Discuss the part which
pupils may play in protecting the forests: becom-
ing intelligent through government aid, being care-
ful of fires, watching for and destroying harmful
insects, replanting, taking care of trees already
growing. Help children to love and admire trees,
and they will be far less likely to carelessly break
and destroy them. Take them on an expedition
to study the history of a tree as it is shown in the
rings. An opportunity may often be found within
reach. At the least, most museums of natural his-
tory give such an opportunity to the city dweller.
The writing of its life history by the tree seems to
be one very natural approach to a religious teach-
ing that belongs to this lesson, and the suggestion
for using it is given in the text.

Any library will help to answer the second ques-
tion in the assignments. Pictures of the sequoias,
the oldest living things on the earth, are quite com-
mon, and should be on hand for the study of those
trees. It may be interesting to tell the pupils that
most persons are greatly impressed with the vast
height and circumference of these trees, and so
emphasize these two points that the remarkable
beauty and grace of the trees and of their foliage is
often allowed to pass without comment. A second
point of interest lies in the fact that these great
trees bear very small cones. The life of the tree
lies in its bark, and a tree that is quite hollow may
still stand and grow for centuries if the bark is un-

TEACHER'S MANUAL 77

injured. The "burls" of the sequoia show this in a
marked fashion, and if one is cut off and placed in a
dish of water the feathery fronds soon begin to grow
from it, and continue to keep fresh and increase in
size as long as the water is kept in the container.
Children in Eastern sections might be able to estab-
lish a connection with boys and girls near the
sequoia forests, and arrange an exchange of burls
for Eastern autumn leaves and seeds of trees.

Activity: As previously suggested, aid the pupils
to establish contact with the United States Forest
Service, in order that they may help preserve the
trees of their own vicinity. Study carefully the
illustrations in the text of how fires are started.
Turn to Matthew 7. 17-20, which may be read and
discussed. Close with a hymn of strength and
courage, such as "True-Hearted, Whole-Hearted,"
and a prayer by the leader.

References: Consult references cited for Lesson
XVIII.

LESSON XX
SEED HOMES

Procedure: Open the worship period with the
hymn, "With Happy Voices Singing." Ask the
children to read aloud the lesson text, Genesis 8.
22, and Psalm 104. 16, 17. Genesis 8. 22 records
God's promise to his children. Let us thank him
for it, and let us thank him that we can, learn of
him through the tiny seeds as well as through the
big things we meet in nature.

The lesson should emphasize the wonder of the

78 OUR WONDERFUL WORLD

tiny seed homes, and the wonderful way in which
each one fits its purpose so perfectly. Have the
children examine beans, and corn, and tomato
plants which have been growing to be ready for
this session, as suggested in Number i, "Something
to Do." Let them take the tomato plants home,
to be put in the garden and to watch for the sake
of verifying the lesson statement. Make sure even
the most literal child sees in the way the story of
the corn seed is told only a bit of a fairy story in
the manner of presentation. Set each child to
searching for another seed story that has not been
told in the session. Most of all, see that the lesson
deepens the child's faith in God's tender care. Let
them, in his plans for the plants and their seed,
see his power and wisdom; in his care for the small
things of life see a watchfulness that extends to all
his creatures.

In order to get all the facts of the lesson it is
suggested that the story be read aloud by the pupils.
Pause frequently for discussions.

Talk over the assignments of the lesson, and
when possible take the children on a field trip to
discover seed homes. The highways and the
hedges, the gardens and the flower beds in the
country, the markets in the city have many a
secret waiting to disclose itself to the eager eyes
of children, if the leader but sees the chance. If
the exact assignments of the lesson cannot be car-
ried out, substitute others of equal interest, and
set the youthful searchers after knowledge in the
way of learning useful and interesting facts for
themselves.

Assignment: Urge the pupils to read the lesson

TEACHER'S MANUAL 79

story for Lesson XXI and to consider carefully cer-
tain of the questions raised in "Something to Do"
at the end of the lesson story, especially Numbers
i, 4, and 5.
References: For Lessons XX, XXI, and XXII.

Seed Babies, by M. W. Morley.

Seed Travelers, by Clarence M. Weed.

LESSON XXI
HOW SEEDS FIND NEW HOMES

Procedure: Begin this session with the lesson
facts, bringing out by discussion what the children
already know of the seed distribution, the need for
it, and the way in which it is accomplished. Pupils
will enjoy making cards or a booklet showing ways
of seed-sowing. Sailors, fliers, tumblers, tramps, and
other terms may be used as they are suggested by
the children themselves, or as the method of the
plant indicates. Many instances of seed distribu-
tion not given in the text should be searched for
and discovered, either by reading, or preferably
on a tramp through the fields and woods. Attrac-
tive decorations for the booklets or cards that
contain the records of these finds may be made by
an artistic arrangement of many of the seeds. Some
of the "stick-tights," melon seeds, and maple keys
to note but three may be touched with strong
glue on one side, and then prettily arranged as a
border for mounts, cards, or booklets.

Introduce into the discussion at this point Num-
ber 5 under "Something to Do." Emphasize espe-

8o OUR WONDERFUL WORLD

cially definite things that the pupils may do to
help preserve the wild flowers in their vicinity.
Number 3 is also interesting. Help the pupils to
find in their Bibles the parable of the sower, and
also the parable of the tares and the wheat. At
this point introduce Number 7. Suggest that each
one undertake to carry out the seventh assignment,
.and that it may be a "secret assignment" to be
shown only to the one each child loves the best
perhaps this will be mother, or some friend or a
teacher. Emphasize, with caution, that each is to
look for the faults in his own garden, the "thistle
seeds" that must not be allowed to grow; but that
we will remember what Jesus said about judging,
and will not judge others. Jesus also taught the
same truth by telling of a man who tried to pull a
tiny mote out of another's eye when there was a big
beam in his own eye! So we will look for the good
seeds in the deeds of our friends, and that will be
one way of sowing them, for good deeds are easy to
copy.

From this point proceed to the worship period,
using the following:

1. Hymn, "O Beautiful for Spacious Skies," first
stanza.

2. Reading by a pupil, Genesis i. 11, 12.

3. Hymn, "How Strong and Sweet Our Father's
Care!"

4. Hymn, "0 Jesus, Prince of Life and Truth,"
first and third stanzas; or "Fairest Lord Jesus."

5. Closing prayer by the teacher expressing
thanks and appreciation to God for his provision
for his children everywhere.

TEACHER'S MANUAL 81

LESSON XXII
OUR DAILY BREAD

Teacher's preparation: Bread is such a common-
place element in the daily life of American boys
and girls that they probably seldom think of where
it comes from, how it is made, or of the facts that
there are vast numbers of boys and girls and men
and women in some sections of the world who often
go hungry for the lack of bread.

It is highly desirable in the course of the present
lesson for the pupils to realize that bread is some-
thing for which they should be exceedingly thank-
ful, and something that they should gladly share
with their less fortunate fellows.

To make the lesson effective prepare in advance
for Number 2, "Something to Do," to be carried
out in the class, and see to it that in accordance
with Number 3 many pictures of wheat fields,
reapers, flour mills, bakeries, and bread are in
evidence in the room.

.Procedure: Begin the lesson period with Num-
ber 2, giving the pupils an opportunity to indicate
on an enlarged map of the world those sections from
which their food comes. Children will delight in
displaying thus their knowledge of their world and
its resources. Help them in this connection to
realize the vastness of God's provision for their
every need.

Now introduce the lesson story, which may be
told or read by the teacher. When you have fin-
ished, call the pupils' attention to the pictures
which you have provided. Help them to under-

82 OUR WONDERFUL WORLD

stand all that is involved in supplying them with
one loaf of bread. At this point the verse, "Back
of the loaf, the snowy wheat," may be introduced.

Jesus often referred to bread in his teaching. In
John 6. 2-13 may be found a very interesting story
of how Jesus taught a large crowd of people to
share bread. This story may be told briefly to the
pupils.

Concerning himself Jesus once said, "I am the
bread of life." In the prayer which Jesus taught
his discriples he included the phrase, "Give us this
day our daily bread." It is said that Jesus prayed
that prayer because large numbers of people in his
country actually suffered extreme physical hunger.

As an outgrowth of this lesson help the pupils
not only to be grateful for the bread they eat but
also to be definitely led to share their bread with
others less fortunate. Introduce facts concerning
famine conditions in the Near East and in certain
other sections of the world ravaged by war and
pestilence. Close the session with a worship period
including the hymn, "We Plough the Fields and
Scatter," the first stanza, Bible references, such as
Psalm 81. 16 and Psalm 103. 1-5 and the Lord's
Prayer, to be recited in unison. The hymn, "O
Beautiful for Spacious Skies," may also be sung,
especially the first stanza.

PART IV
FOUR-FOOTED COMRADES

THIS section, dealing with the four-footed friends
of man, stands quite independently of the other
sections of the course, and hence may be intro-
duced at any convenient time. Three of the ani-
mals studied the dog, the sheep, and the horse
are more or less well known to every child. The
fourth, the beaver, very probably has never been
seen by any of the group, unless a stuffed specimen
in some museum forms an exception. Yet the ways
of this creature, and the important part it played
in the early history of this country, make it such
an interesting friend that there will be no difficulty
in gaining the pupils' interest.

In arranging to use the various sections of the
course care and foresight should be used so that a
natural approach is rendered certain. For exam-
ple, in rural schools, sheep-shearing time may
turn the attention of the pupils to the debt man
owes this woolly friend, and the lesson on sheep
might quite logically be followed by other four-
footed friends of which the children may wish to
know more. In other sections, agricultural fairs
may bring the thought of both sheep and horses
to the fore. Study in the public-school classes of
the change of seasons may bring the cold of the
extreme north to mind, recall the service of the
dogs in the Nome epidemic, and suggest a most
natural and interesting beginning. The coming of

84 OUR WONDERFUL WORLD

the cold in the winter may call attention to the
need for warm clothing, and so set forth our debt
to the sheep. A. few months ago all the children in
an entire valley were nearly beside themselves with
delight over the clever performances of a troupe of
trained ponies and an equally clever troupe of
trained dogs, and there would have been not the
slightest difficulty in holding their attention and
keen interest in any study that would have given
more knowledge of dog or horse! Perhaps a child's
own pony, a pet dog, or a summer-vacation expe-
rience on the farm will offer the best starting point.
So long as it is not forced and artificial, the exact
Doint of contact does not matter.

In general, the purpose of the lessons in this
section is the same to make the pupils more aware
of man's debt to these coworkers who have min-
istered so often and so faithfully to his needs, to
lead children to be kinder and more considerate of
all animal pets, to help boys and girls to under-
stand how man's welfare is often more closely re-
lated to the welfare of the animal world than is
generally noted, to arouse a sense of "fair play"
toward animals, and to deepen respect for all of
God's creatures, even though many of them are
but "dumb animals."

LESSON XXIII
DOG COMPANIONS

Teacher's preparation: The present lesson ought
to find a point of contact in the pupils' interest,

TEACHER'S MANUAL 85

for what boy or girl has not cherished or at least
longed for a pet? The lesson story is full of inter-
esting details of dog life, which may be supple-
mented by the story of Stickeen, by John Muir,
and At the Gate, by Terhune.

In planning the lesson activities strive to make a
practical appeal to the pupils' love and care of
pets, as suggested in Number 4 under "Something
to Do." As an added attraction the pupils might
be interested in having a dog show, or a pet show,
to which they would bring their pets. This feature
could be held on an afternoon after school, and
could be stimulated by means of posters and ad-
vertisements made by the pupils.

Procedure: Begin with an informal worship
service introduced by the hymn, "Summer Suns
Are Glowing." Ask the pupils to find in their
Bibles and read silently Isaiah n. 6-9, a beautiful
word picture of what the world would be like
if all hate could be banished, and only love be
permitted to rule. Call upon one of the pupils to
read the paragraph aloud. Then discuss it freely.
The hymn, "There's Not a Bird With Lonely Nest,"
may be sung, followed by a prayer, in which the
teacher may lead the pupils in expressions of grati-
tude for their pets and in petitions for guidance in
taking the best care of their pets.

Let the pupils read the lesson story aloud, in
sequence. Pause frequently for questions and dis-
cussion, giving the pupils ample opportunity to dis-
cuss their interest in and experiences with dogs.
The lesson material may be supplemented by the
use of material suggested in Numbers i, 3, and 5
under "Something to Do."

86 OUR WONDERFUL WORLD

As an outgrowth of the material presented in the
lesson, guide the pupils in thinking of ways in which
dogs help humans. For this the pupils will likely
want to discuss various types of dogs and the quali-
ties for which they are known, such as the Saint
Bernard, the bloodhound, the poodle, the collie,
and just the commonplace mongrel. Keep this
part of the period alive and vital with interest.

It may be that there may be at least a few in the
class who are afraid of dogs. This would be a fine
opportunity to help the pupils analyze, rationalize,
and begin to overcome their fear of dogs. Help
them to discover ways of establishing friendship
with dogs.

Activity: Turn to a discussion of how a boy or
girl may take the proper care of dogs. Discuss the
kinds of care of which dogs stand in need, and
specific things which the pupils may do to provide
that care. At this point Number 4 under "Some-
thing to Do" may be introduced. Discuss in de-
tail ways of providing drinking fountains for dogs,
and appoint a committee to carry out the plans
made by the class.

References:

Greyfriars Bobby, by Eleanor Atkinson.
Animal Heroes of the Great War, by E. H.

Baynes.

"Moufflon," in Bimbi, by De La Ramee.
National Geographic Magazine, March, 1919.

TEACHER'S MANUAL 87

LESSON XXIV
A FAITHFUL SERVANT

Procedure: This lesson should be taught with
many pictures at hand for illustration. One num-
ber of the National Geographic Magazine is devoted
to the horse, and will give much information.
Mounted pictures to be passed and studied will be
valuable, such as Rosa Bonheur's "Horse Fair,"
pictures cut from magazines and newspapers, of
famous racing horses, or such pictures as may be
found in illustrated copies of Black Beauty.

Discussion as to the types of horses and the spe-
cial uses of each type may be carried to whatever
extent the leader deems wise; this will vary greatly
with the locality of the class. Only one instance of
special adaptation to climate is given, that of the
Iceland pony, but such illustrations may be multi-
plied if the teacher desires to do so. In talking of
the service of the horse to man in the field of medi-
cine it may be interesting to have a doctor or a
nurse who knows how to talk to children in the right
way tell how the toxin is made and how surgeons
use horse hair. If preferred, the pupils may find
out these facts by reading in the Book of Knowledge
or in the encyclopedia.

Let the pupils read the lesson story aloud in the
class. Give ample opportunity for free discussion
of points raised in the lesson story. The material
in the text may be supplemented by the poems,
"Sheridan's Ride" and "How We Brought the
Good News." Let the pupils discuss freely the
service rendered by the horses described in these

88 OUR WONDERFUL WORLD

poems. Now turn to Job 39. 19-25 and read the
description of a horse found there.

Discuss in conclusion the service of the Society
for the Prevention of Cruelty to Animals. If there
is a local organization, discover ways of cooperating
with its program for the care and protection of
dumb animals. Close with a prayer of thanks to
God for animal friends of strength, beauty, and
fidelity.

Activity: Wherever possible, take the children at
the close of the session to a museum where they
may see the arrangement of fossils that shows the
evolution of the horse. If this is not possible, see
that the plates in encyclopaedias or natural his-
tories are in readiness for their study, with the
leader at hand to explain the development.

References:

Animal Heroes of the Great War, by E. H.

Baynes.
National Geographic Magazine, November, 1916.

LESSON XXV

WORKING LIKE BEAVERS I

Teacher's preparation: Lessons XXV and XXVI
are devoted to a study of beavers. It would be
well for the teacher to become thoroughly familiar
not only with the contents of each lesson story,
but also with other material throwing light on
beavers, such as Bulletin 1078, United States De-

TEACHER'S MANUAL 89

partment of Agriculture, and In Beaver World, by
Enos Mills.

Procedure: Begin the session with singing, using
"The Beautiful, Bright Sunshine," or "We Thank
Thee, O Our Father." Let pupils have in their
hands typed verses chosen from Psalm 104, using
10, na, 12, 14, 18, 20, 22, 24. Call for the reading
of them in order, and comment on the selections
taken from a poem written long ago by one who was
studying, as we are, Jehovah's care over all his works.

Introduce then the story of the beaver, an animal
so shy that there are still many things about its
ways of living that we do not know surely. Some
child is almost sure to bring up many things once
believed about beavers, but now questioned or en-
tirely discredited, such as using the tail as a trowel.
Tell them that few persons have ever been able to
get close enough to the beavers to be quite sure what
they do. There is little doubt that the tail is used
to give warning, and as a balance when standing.
It may be well to suggest that persons who have
inspected the beaver homes may have seen the
marks of the tails on the mud and thus have sup-
posed that the beavers must have used the tail as
a plasterer uses a trowel. Insist that the true scien-
tist does not jump at conclusions, but withholds
his judgment until all facts are in hand. To lay
the foundation of such an attitude in the practice
of the pupils is in itself well worth while, and the
attempt to do so should receive much attention on
the part of the leader.

It is suggested that this period may well be de-
voted to a rather intensive study of beavers, in-
cluding the following features:

90 OUR WONDERFUL WORLD

1. The lesson story told by the teacher.

2. The beavers' help in making land.

3. The fur trade of colonial days and its effect on
American history.

4. The protection and care of beavers.

5. How beavers build their homes.

6. Numbers i and 2 under "Something to Do."
Assign specific topics dealing with these major

subjects to individual pupils and then devote the
following lesson hour to reports on these topics.
Have on hand and easily available for the pupils
such references as the following:

1. Bulletin 1078, United States Department of
Agriculture.

2. In Beaver World, by Enos Mills.

3. Copies of the National Geographic Magazine,
and Nature Magazine, containing articles on beavers
(consult library files).

4. Longfellow's "Hiawatha."

Guide the pupils in their study, so that they may
be able to make interesting and thorough reports
on their problem.

At the close of the period conduct a discussion
bearing on Number 6, helping the pupils to think
of lessons to be learned from beavers. These sug-
gestions may be written on the blackboard and in
notebooks, to which the Bible verse may be added,
"Whatsoever ye do, work heartily" (Colossians

3- 23)-

Conclude with the hymn, "Dare to Be Brave,
Dare to Be True," and with a prayer by the leader,
in which the pupils may be led to realize their re-
sponsibility as workers in God's world.

References: For Lessons XXV and XXVI.

TEACHER'S MANUAL 91

In Beaver World, by Enos Mills.
The Spell of the Rockies, by Enos Mills.
Wonderland of the Rockies, by Enos Mills.
National Geographic Magazine, November, 1916.

LESSON XXVI
WORKING LIKE BEAVERS II

Procedure: The present lesson should build upon
the one preceding. Begin by asking the pupils to
think of and mention the lessons learned from
beavers (Number 6). These may be crystallized in
the verse, Colossians 3. 23.

When the lesson story has been told by the
teacher proceed to the pupils' reports on questions
which they studied during the preceding session.
These reports will bear specifically on the following
topics:

1. Study topics Numbers i and 2 under "Some-
thing to Do," Lesson XXV.

2. The beavers' help in making land.

3. How beavers build their homes.

4. The protection and farming of beavers.

5. The fur trade of colonial days and its effect on
American history.

After these reports have been made and have
been discussed freely by the pupils, turn to a con-
sideration of Number 5 under "Something to Do."
Help the pupils to think of the things they like
best about beavers. Compare these responses to
the results gained in considering Number 6 under
"Something to Do" in Lesson XXV. Now intro-

92 OUR WONDERFUL WORLD

duce two more verses from the Bible that throw
light on lessons learned from beavers, Ecclesiastes
9. 10 and Romans 14. 7. Ask the pupils to mem-
orize these verses. Sing together in closing any
two fitting hymns chosen by the pupils and con-
clude with a brief worship period of prayer that we
may have the help of the heavenly Father in all
that we do, so that we do not forget how far reach-
ing our deeds may be in their influence on the lives
of others, and that, like the beaver, we may go
about ;our tasks without haste and with a willing
spirit.

LESSON XXVII
SHEEP AND THEIR SHEPHERDS

Teacher's preparation: Have a small quantity of
wool in hand, as suggested in the text. Have pre-
pared, also, some bits of wood and stones or spools.
Let the pupils make the spindle and whorl, and
try spinning a bit of yarn. Copy from encyclo-
pedias, or secure photographs of spinning and
weaving tools, and let pupils examine and discuss
them. Permit them to make a simple loom from
cardboard or thin wood, and start weaving a mat
or doll's hammock. Children who do not care for
either of these activities may mount pictures of
their own choice or make the booklet. The hour
should be marked with a certain freedom, but
should be so conducted that the teacher may give
a fair amount of information and background in
preparation for the lesson. In this connection
Stories of Shepherd Life, by Elizabeth Lobingier

TEACHER'S MANUAL 93

(University of Chicago Press), may be found very
helpful.

Procedure: Begin with Psalm 23, asking the
pupils to find it in their Bibles and read it aloud.
This may be followed by the hymn, "The King of
Love My Shepherd Is." Ask the pupils to find in
their Bibles and read silently the story of the lost
sheep (Luke 15. 1-8). Then call upon one of the
group to tell the story in his own words.

Begin the more formal part of the lesson by
asking the pupils to imagine how man came to
tame sheep and make them his own possession.
Pupils who have read the chapter may be ready to
live the process of domesticating sheep over again
in imagination. The leader should be familiar with
John Muir's description of wild wool and with other
descriptions of the Rocky Mountain sheep, to sup-
plement the text material. Trace the development
and change that sheep underwent as they became
tame, and lead up to their need of care from men,
as this must give the background of the teaching
of the love and tenderness of the Good Shepherd,
as described in John 10. 12-15 and Luke 15. 1-8.
Do not stress too heavily the sacrificial system, as
this approach to Jesus is less simple and under-
standable to children of this age than that of a
loving and watchful shepherd who knows their
every need. The lesson story may be read aloud
by the pupils. Close the lesson hour with a few
minutes spent in learning the title verse, the mem-
ory verse, or the poem. These may then be used
in the worship period. The shepherd hymns,
"There's Not a Bird With Lonely Nest," or "How
Strong and Sweet My Father's Care!" will be appro-

94 OUR WONDERFUL WORLD

priate to sing. Let pupils suggest the content of
the closing prayer, and participate in it.

Activity: The teacher should be able to direct
the pupils in carrying out the tasks assigned in
Numbers i, 2, and 3 under "Something to Do."
Numbers 4 and 5 may be done at home if the pupils
are encouraged to do so.

References:

Stories of Shepherd Life, by Elizabeth Lobingier.
National Geographic Magazine, November, 1916.

PART V
THE EARTH AND ITS NEIGHBORS

WHILE the lessons in this section may be used at
any time in the course, it is suggested that winter
is a good season at which to take them both be-
cause at that time other topics, such as the plant
studies and the insect life studies, are not so avail-
able, and because clouds and stars are usually more
readily seen in winter.

The purpose of the lessons is to direct the child's
attention to the wonder and glory of the sky; to
help him to a deeper appreciation of God's power and
majesty shown through his creation of the heavenly
splendors; to help him to gain an idea of the vast-
ness of God's world; to give him a glimpse of the
processes through which the world passed in its
development, and at the same time to lead him
back always to the thought of "in the beginning
God."

LESSON XXVIII
SKYLAND AND CLOUDLAND

Procedure: Begin by saying that we are leaving
the near-at-hand neighbors now to learn something
of other friends and helpers that are much farther
away, but that are as truly God's creation and God's
workers as any that we have studied. Pupils who
have read the lesson story before coming to class

95

96 OUR WONDERFUL WORLD

know the names of certain of these helpers, but all
pupils will enjoy hearing the beautiful words with
which a writer who lived many years ago described
them. Read then from Psalm 104. 1-4, or Job 37.
9-13, 15-18, 21-24. "The Heavens Declare Thy
Glory" will prove a fitting hymn.

Introduce at this time a prayer as follows:

We will give thanks unto thee, our heavenly
Father, and tell of thy marvelous works. For the
heavens are thine, the earth also is thine, the world
and all that is in it, for thou hast made them, and
all the earth shall worship thee, and sing praise to
thy name. Amen.

Begin the lesson period by letting the children
go to windows, or out of doors for a minute and look
up at the sky, then come back ready to describe
what each has seen. Do not let them tell at once,
but begin to tell them what Ruth and Don saw in
the sky when they were in camp. As you describe
each type of cloud, show the picture of that form,
or uncover it on the board, where it may have been
drawn previously in readiness for the lesson. Let
each pupil indicate, when the right point is reached,
the type of cloud he saw when he looked. If the
day chances to be cloudless, tell them the sky looks
blue because of the dust helper, and challenge them
to see how many, cloud forms they can discover
before the next session. Many of the pupils will be
able to make very fair drawings of the cloud forms
from the photos or blackboard drawings, and these
may carry out Ruth's plan of writing Bible verses
about clouds under them, and adding them to note
or class book.

Talk over the assignments found in "Something

TEACHER'S MANUAL 97

to Do," and let each pupil take the one that has
most interest for him. Plan a simple program of
memory work, poems, and display of notebooks, to
which friends and parents may be asked at the
close of the course, and start pupils to learning the
wind poems for that occasion.

Activity: Urge the pupils to find time at home
to carry out the tasks assigned in Numbers i and
3. Ask them also to read the lesson story for Les-
son XXIX, and to be thinking about the sugges-
tions for activity under "Something to Do."
References: For Lessons XXVIII and XXIX.

Starland, by Robert H. Ball.

Astronomy From a Dipper, by E. C. Clarke.

National Geographic Magazine, August, 1919.

LESSON XXIX
NEIGHBORS IN THE SKY

Procedure: Begin the class session with a wor-
ship period, using first of all the verses found in
Psalm 19. 1-6, which the pupils may be asked to
find and read aloud in unison. Then sing the
hymn, "Day Is Dying in the West," noting espe-
cially the second stanza and the refrain. At this
point the beautiful creation poem found in Genesis
i. 1-8 may be read by the teacher, to be followed
by the hymn, "The Heavens Declare Thy Glory."

If possible, a trip to an observatory, a museum,
or a laboratory where there is the apparatus for
showing the relative sizes and positions of the sun
and planets should be made. If this is not possible,

98 OUR WONDERFUL WORLD

the leader may work out a chart giving the facts,
though it will not be easy to show even the more
important ones in much detail.

In the classroom, talk first of the stars, and
study a chart of the sky for the season in which
the lesson is being studied. It may be possible to
arrange for an evening session of the class when
the heavens themselves will form the textbook. If
not, let the pupils make a simple chart for individual
use, and then urge them to check on it the stars they
actually locate and learn to know by name. Make
the first charts very simple, and do not try to in-
clude those constellations that are sure to puzzle
the boy or girl. Begin with the "Dipper," show how
to locate the north star, and tell the class where to
look for the morning or the evening "star" and its
name. This will lead to a discussion of the distinc-
tion between planets and stars. Let the lesson lead
back to the men who for many years before astron-
omy had become a science made the heavens their
reverent study and who saw the hand of God there.
Chaldean and Hebrew shepherd alike looked to
God through the wonders they saw in the sky.

In this connection call upon the pupils to tell in
their own words what Don and Ruth discovered
about their skyland neighbors. Without becoming
too technical help the pupils to understand what
is meant by planets, stars, shooting stars, constel-
lations, the solar system, how the stars and planets
got their names.

Activity: Numbers 4 and 5 will doubtless prove very
interesting to the pupils. Give them the necessary
directions for carrying out the tasks involved. Urge
them to study carefully the chart found in the text.

TEACHER'S MANUAL 99

LESSON XXX
A STORY OF THE ROCKS

Procedure: Use sand table, blackboard, and pic-
tures from geographical readers or texts on geology
to illustrate bowlders, pebbles, sand and silt, clay
or mud. If possible, have samples of all these
forms in the room. Plan for the carrying out of
assignments 5 and 6 previous to the class session
if at all possible. The lesson may be read aloud in
the session by the pupils, with plenty of time to
look at the pictures and gain full understanding of
them.

When the lesson story is completed in this way
take up assignment i. Look over and discuss the
collections of assignments 3 and 4.

Begin the period of worship with Job 39. 4-7,
19, 20 and 25-30, which may first be found and
read silently by the pupils. Then call upon indi-
viduals to read the three sections respectively
aloud. Of course it is not to be expected that
juniors will thoroughly understand these words,
but they will love the majestic roll of the music in
them, and will catch something of their spirit.
This is one of the fine opportunities to give pupils
that in which their "reach exceeds the grasp," a
place where the form is given into which more and
more meaning will be poured with the passing of time.

The hym'n, "Day Is Dying in the West," may
be sung, emphasizing especially the second stanza
and the refrain. At this point ask the pupils to
bow their heads silently and repeat softly the
refrain,

ioo OUR WONDERFUL WORLD

\

"Holy, Holy, Holy, Lord God of Hosts !
Heaven and earth are full of thee,
Heaven and earth are praising thee,
O Lord most High! Amen!"

At this point Psalm 121 may be read in unison
by the pupils. The period may close with the
hymn, "The King of Love My Shepherd Is," espe-
cially the first and fifth stanzas.

Activity: Ask the pupils to read carefully the
lesson story for Lesson XXXI and to study espe-
cially the tasks assigned in Numbers i, 2, 3, and
4 under "Something to Do."

References: For Lessons XXX and XXXI.
The Earth and Its Life, by A, Waddington
Seers.

LESSON XXXI
WATER AND ICE

Procedure: Find, in a text on physiography or
geology, a picture of a bowlder in the midst of a
fertile plain. Ask the children for an explanation
of its presence there. Let the lesson be read next,
and use explanatory pictures, easily obtained in
magazines and school texts, of glaciers, icebergs,
levees, and geysers. Encourage questions, and per-
mit children to offer their own explanations, making
sure that errors are corrected and ideas are clarified
before passing on to new facts.

Carry out assignments 2 and 3, or 4. No doubt
the children will be eager to contribute other facts

TEACHER'S MANUAL 101

from their reading, observation, or public-school
work.

Either at this point, or before dismissing from
the session, ask the pupils to read the final lesson,
the review, and to think over the questions asked
in it, in order to be ready to answer readily at the
next session.

As the pupils are thoroughly aroused to the vast-
ness and wonder of God's work lead them into a
worship period. Secure a pianist to render some
selections from Haydn's "Creation" (Number 7)
and then proceed to the use of the following order
of worship:

1. Hymn, "This Is My Father's World."

2. Reading, "The One Thousandth Psalm," by
Everett Hale.

3. Hymn, "For the Beauty of the Earth."

4. Selected Bible readings by pupils:

(1) Psalm 19. 1-6.

(2) Genesis i. i; i. 31.

(3) Luke 12. 22-28.

5. Hymn, "We Thank Thee, O Our Father."

6. Prayer: We thank thee, our Father, for our
beautiful world, for thy loving care, for beauty, for
friends. We pray that thou wilt help us to discover
ways in which we may help thee in keeping this
world of ours beautiful and happy. Amen.

LESSON XXXII
COUNTING UP A REVIEW

Procedure: It is suggested that the last lesson of
the course may well be devoted to a review cover-

102 OUR WONDERFUL WORLD

ing the main sections of the course. One method
of review described here may be found valuable.

Write on the blackboard the names of the five
sections of the course, as follows:

Part I Back-Yard Neighbors.

Part II Feathered Friends.

Part III Garden Life.

Part IV Four-Footed Comrades.

Part V The Earth and Its Neighbors.

All these creatures of God's wonder world have
been called "neighbors." Why? What do they do
for us that they should be called our neighbors?
By way of review call upon five different individuals
to tell briefly in their own words what these five
groups of neighbors really do for us to warrant our
calling them neighbors. It is suggested that each
report include a brief listing of the numbers of the
group being reported upon, and a clear statement
of what these neighbors do to help us.

Other members of the group may be asked to
supplement the five reports given by other facts.
Try to make the class period as vital and interest-
ing as possible, and let it culminate in a well-
planned worship service, emphasizing Number 3
under "Something to Do."

It will be well to have the rooms decorated with
pictures illustrating the life and work of neighbors
in God's wonder world. Stereopticon pictures at
the close of the session, if available, will be highly
valuable pictures of birds, flowers, clouds, animals,
and their activities.

Proceed with questions as suggested in the text,
or similar ones, as these may be indicated by indi-
vidual situations. Help pupils to think of their

TEACHER'S MANUAL 103

part in God's Wonderful World, and aid them in dis-
covering ways in which they may not only make
verbal expressions of gratitude, but ways in which
they may actually help in keeping God's world
happy and comfortable.

This conclusion to the lesson proper will lead
naturally into a worship service consisting of the
following:

1. "Waltz of the Flowers," by Tschaikowski,
played on the piano.

2. Hymn, "Day Is Dying in the West." espe-
cially the second stanza and refrain.

3. Repetition of favorite memory verses by indi-
vidual pupils.

4. Hymn, "The World Is Glad, the World Is
Bright."

5. Opportunity for each member of the class to
express in a single sentence or two some religious
lesson that he has learned from these lessons about
his out-of-doors neighbors.

6. Prayer: O God, our Father, we thank thee for
our neighbors in the great out-of-doors, for the
little insects in our backyards, for the birds whose
beauty and cheer gladden our hearts, for the beau-
ties of flowers, for the majesty of the trees, for the
friendliness of pets, for the vastness of the heavens,
for everything that thou hast provided here for
our comfort and happiness. Help us to remember
that thou art the Maker of it all and may we be
glad to help thee in thy work of making this a
brighter and a better world. Amen.

7. Hymn, "This Is My Father's World."

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